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Progress tests, iteen 11º
Inglês III (Universidade do Porto)
StuDocu is not sponsored or endorsed by any college or university
Progress tests, iteen 11º
Inglês III (Universidade do Porto)
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PROGRESS TESTS 147 
INFORMAÇÃO – TESTE 1 
 
 
INFORMAÇÃO –TESTE 1 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
Ativ. 
 
Componentes 
 
Competências 
Tipologia 
de itens 
Número de 
itens 
Cotação 
(em pontos) 
A Léxico-semântica: 
 
Teens & 
consumerism 
 
 
 
Morfossi ntática: 
 
 
Present tenses 
Order of adjectives 
Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência funcional 
 
Competência sociolinguística 
ITENS DE 
SELEÇÃO 
 
• associaç ão / 
correspondência 
• complet am e nto 
• transforma ção 
 
 
 
 
 
 
 
 
 
ITENS DE 
CONS T R UÇÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
 
7 80 pontos 
C Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
CONS T R UÇÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
PROGRESS TEST 
1 
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148 MO DULE 1 – TEENS & CONSUMERISM 
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ACTIVITY A 
1 Complete the following text with six words from the box. 
 
Use each word only once. 
 
 
 
There is some psychology behind our attachment to material objects and how 
a)___________________ such as loneliness and social isolation play into our material 
attachments. But those attachments allow us to forget about the fact that 16 percent of 
our country, or 49.7 million people, were living in poverty in 2012, or that 344,000 new 
people filed for b)__________________ insurance between November 2nd and November 
9th, a one week period. 
None of this is meant to make anyone feel guilty about their shopping c)______________ 
but merely to serve as a reminder that in all our hullabaloo of shopping and holiday 
d)____________________, we should try to keep our humanity intact. Understand that 
while we are trying to get our e)____________________ in, so is everyone else, and the 
hard-working store f)______________ who don't get Black Friday off, or Thanksgiving 
for that matter, are simply trying to make a living. 
 
http://www.huffingtonpost.com/mehroz-baig/black-friday-the-animal-i_b_4344608.html 
(abridged) 
 
2 Suggest two measures to stop the instinct of consumerism. 
Write a total of 20-40 words. 
________________________________________________________________ 
________________________________________________________________ 
 
 
3 Complete the sentences below using the verbs given in brackets in the right tense. 
a) Apparently there _____________________ (to be) six fewer days this year 
between Thanksgiving and Christmas. 
b) Technically speaking, Black Friday __________ (not/ refer/ ever) to as a good day. 
c) As we speak, thousands ______________ (flock) to retail stores to get their hands 
on a fantastic deal.
• extravaganzas • clerks • deals • factors • fervour • unemployment 
15 
PROGRESS TEST 1 
Name: _______________________________________________ No. _____ Class: _____ 
Date: ____/____/____ Mark: ____________________ Teacher: ____________________ 
The final task you are expected to complete is 
to write an email to a friend stating the consequences of consumerism. 
Activities A and B will provide you with input for Activity C. 
10 
15 
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PROGRESS TESTS 149 
ACTIVITY B 
Read the following lyrics. 
 
Baby thought she really needed that sofa 
Baby thought she really wanted that dress 
Baby thought she really had to have two cars 
Baby thought she really had to say yes 
 
5 But the more she possessed, 
The more she’d slide into debt 
And the more she possessed 
The less she owned of herself 
 
 Everybody said you can’t live without them 
10 Everybody said you have to say yes 
So Baby spent her everything on this lifestyle 
But it's a lifestyle that doesn't exist 
 
Yes, the more we possess 
The more we are in debt 
15 And the more we possess 
The less we own of ourselves 
 
 Brett Anderson (2006) 
http://songmeanings.com/songs/view/3530822107858696552/ 
(abridged) 
 
 
 
 
 
1 Explain in your own words the title of the song. 
 
 
2 How would you describe the female character in the lyrics? 
 
 
3 In note form, complete the table below with information from the text. 
Say what each character wished for and/or did. 
 
 
Baby/she Everybody/they 
a) a s o fa e) 
b ) f) 
c) 
d) s p en t ev ery th in g she h ad 
 
10 
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150 MO DULE 1 – TEENS & CONSUMERISM 
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4 Complete the following sentences using information from the text. 
a) She bought so many things that ___________________________________________, 
 b) She wasted all of her money on ___________________________________________. 
5 Say what the following words refer to. 
a) them (l. 9) ______________________ 
b) this (l. 11) ______________________ 
c) that (l.12) ______________________ 
 
 6 Find in the text synonyms for these words/expressions. 
a) fall ____________________________________________________________________ 
b) money owed to others ______________________________________________________ 
c) have ___________________________________________________________________ 
 
7 Make a good sentence from the following words: 
American buy clothes designer elegant style – conscious wealthy women. 
 
 
ACTIVITY C 
Imagine the female character in the song is your friend. Write an email to her 
stating the consequences of carrying on with this kind of lifestyle. 
 
Write between 150 and 220 words. 
____________________________________________________________________________ 
________________________________________________________________________________________________________________________________________________________ 
____________________________________________________________________________ 
____________________________________________________________________________ 
____________________________________________________________________________ 
80 
10 
10 
10 
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PROGRESS TESTS 151 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ATIVIDADE B 
 
 
 
1. 
 
 
 
 
N3 
Explica a razão, de acordo com o texto. 
Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: (The title of the song means that) 
the more material things we buy and 
possess, the more we owe to others 
and the more we define ourselves in 
terms of our mater ial possess ions 
instead of our personal qualities . 
10 
N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
2. 
 
 
 
N3 
Descreve a personagem de acordo 
com o texto. Pode escrever com 
incorreções linguísticas não 
impeditivas da compree nsã o. 
Ex.: I think she is shallow and that she 
doesn’t think for herself. She may be a 
shopaholic or trying to keep up with 
the Joneses and she didn’t spend her 
money wisely. 
10 
ATIVIDADE A 
1. 
 
 
 
 
N3 
Completa o texto com 5 ou 6 palavras 
corret as. Pode fazê-lo com incorreç ões 
de grafia não impeditivas da 
compreensão. 
Chave: 
a)factors 
b)unemployment 
c)extravaganzas 
d)fervour 
e)deals 
f)clerks 
15 
N2 10 
 
 
N1 
Completa o texto com apenas 1 ou 2 
palavras corretas. Pode fazê-lo com 
incorreções de grafia não impeditivas 
da compreensão. Erra ou omite as 
restantes palavras. 
5 
2. 
 
N3 
Indica 2 medidas. Escreve com 
correção linguística. Respeita os limites 
de palavras indicados . 
Ex.: Don’t go shopping so often; make 
your own presents (instead of buying) 
10 
N2 7 
 
 
N1 
Indica 1 medida. Escreve com 
incorreções linguísticas não impeditivas 
da compreensão. Pode não respeitar os 
limites de palavras indicados . 
4 
3. 
 
 
N3 
Completa corretam ent e as 3 frases. 
Chave: 
a) will be 
b) hasn't ever been referred 
c) are flocking 
15 
N2 10 
 
N1 Reescreve corretament e apenas 1 frase. 
Erra ou omite as restantes frases. 
5 
 N2 7 
 
N1 Descreve de forma incomplet a. Erra ou 
omite informação. 
4 
3. 
 
 
 
 
 
N3 
Completa a tabela com 4 informaç ões 
do texto. Pode escrever com 
incorreções linguísticas não impeditivas 
da compreensão. Escreve em forma de 
nota, não incluindo informaçã o 
irrelevant e ou incluindo informaçã o 
apenas numa nota. 
Ex.: 
b) a dress 
c) two cars 
e) said you can't live without them 
f) said you have to say yes 
15 
N2 10 
 
 
 
 
 
 
 
 
 
 
N1 
Completa a tabela com apenas 1 
informação do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensã o. Escreve 
em forma de nota, não incluindo 
informação irrelevant e. Erra ou omite 
as restantes informações . 
OU 
Completa a tabela com apenas 1 ou 2 
informações do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensão. Não 
escreve em forma de nota. Erra ou 
omite as restantes informações. 
OU 
Completa a tabela com apenas 1 ou 2 
informações do texto. Escreve em 
forma de nota, incluindo informação 
irrelevant e em uma ou duas notas. Erra 
ou omite a(s) restante(s) informação/ 
informações . 
5 
4. 
 
 
 
N3 
Completa as 2 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compree nsã o. 
Ex.: 
a) she ended up with no money/in debt. 
b) a kind of life that doesn’t exist. 
10 
N2 7 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções linguísticas não 
impeditivas da compree nsã o. 
4 
5. 
 
 
 
N3 
Identifica corretam e nt e os 3 referentes, 
como indicado na chave. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compree nsã o. 
Chave: 
a) sofa, dress, two cars 
b) consumer is t 
c) lifestyle 
10 
 
N2 
7 
 
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152 MO DULE 1 – TEENS & CONSUMERISM 
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5. 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Pode escrever com incorreções de 
grafia não impeditivas da compreensã o. 
Erra ou omite os restantes referentes. 
4 
6. 
 
 
N3 
Identifica os sinónimos adequados para 
as 3 palavras. 
Ex.: 
a) slide 
b) debt 
c) own/possess 
15 
N2 10 
 
N1 
Identifica o sinónimo apenas para 1 
palavra. Erra ou omite as restantes 
palavras. 
5 
7. 
 
N1 
Constrói a frase ordenand o 
corret am ent e as palavras. 
Chave: Wealthy, style-conscious 
American women buy elegant design 
clothes. 
10 
 
 
ATIVI DAD E C 
 Competênci a pragmáti ca 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
respeitan do as instruções dadas, 
fornecendo pormenores e destacando 
aspetos relevantes. 
Utiliza, com eficácia, mecanismos de 
coesão e articula as ideias de forma 
adequada num texto organizado, claro 
e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
 
N3 
Escreve um texto simples, respeitando 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza, com alguma eficácia, 
conect ores, articulando as ideias num 
texto coeso embora ainda constituído 
por uma sequência linear de 
informações . 
Pode não respeit ar os limites de 
palavras indicados . 
30 
N2 20 
 
 
 
 
N1 
Escreve um texto simples, abordando o 
tema de forma genérica e recorrendo a 
repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ent e o texto. 
Pode não respeit ar os limites de 
palavras indicados . 
10 
 
 
 
 Competência linguística* 
 
 
 
 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
utilizando recursos linguísticos 
adequad os que lhe permit em transmit ir 
a informação de forma precisa. Pode 
ainda revelar alguma influência da 
língua materna. 
Utiliza vocabulário variado e adequad o 
para se exprimir, podendo suprir 
algumas lacunas com a ajuda de 
circunlocuções. Revela, geralm ent e, 
bom domínio do vocabulário. 
Pode ocorrer alguma confusão e 
escolha incorret a de palavras. 
Revela, geralm ent e, bom domínio das 
estruturas e formas gramatic ais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar alguma influência 
da língua materna. 
Utiliza vocabulário suficiente para se 
exprimir com a ajuda de 
circunlocuções. 
Revela bom domínio do vocabulário 
eleme ntar, comet endo erros graves 
apenas quando exprime um 
pensament o mais complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatica is element ares de forma 
sistemátic a. 
A ortografia é suficientem ent e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário elementar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6*A competência linguística só será avaliada se o aluno 
tiver tratado o tema proposto, situando-se o seu texto, 
pelo menos, no nível 1 da competência pragmática. 
 
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PROGRESS TESTS 153 
INFORMAÇÃO – TESTE 2 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
Ativ. 
 
Componentes 
 
Competências Tipologia 
de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Léxico-semântica: 
 
Teens & 
consumerism 
 
 
 
Morfossi ntática: 
 
 
Past tenses 
Relativ e clauses 
Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência funcional 
 
Competência sociolinguística 
ITENS DE 
SELEÇÃO 
 
• complet am e nto 
• associação/ 
correspondência 
• transforma ção 
 
 
 
 
 
 
 
 
ITENS DE 
CONS T R UÇÃO 
 
• resposta curta 
• resposta restrita 
• transforma ção 
2 40 pontos 
B Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
Competência sociolinguística 
7 80 pontos 
C Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
CONS T R UÇÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
PROGRESS TEST 
2 
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154 MO DULE 1 – TEENS & CONSUMERISM 
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ACTIVITY A 
1 Choose from the list below (A to D) two aspects of practising sports you find important. Justify your two 
choices in a total of 30-40 words. 
a) less debt 
b) less environmental impact 
c) less pressure to impress with material possessions 
d) less desire to upscale lifestyle norms 
 
2 Complete the following text with six words from the box. 
Use each word only once. 
 
 
 
 
Model simplicity. The first (and most important) step in raising a) ___________ 
teenagers is to model for them the joys and benefits of intentionally living with less. 
Volunteer as a family. Be active offering your time in the community through a local 
soup kitchen or community organization that serves the b) ___________ in your area. 
Watch less television. It’s not as hard as you think … and has immediate results. 
Make teenagers pay for expensive items themselves. Asking teenagers to 
c) ____________ expensive items with their own money will create a stronger sense of 
d) ___________ and a better understanding of the relationship between work and 
consumerism. 
Teach them what matters most is not what they own, but who they are. A man or 
woman of noble character holds a far greater asset than those who have e) __________ 
it for f) ___________ possessions. Remind the teenagers in your life of it as often as 
possible. 
 
 
 
http://zenhabits.net/minimalist-teenagers/ (abridged) 
 
20 
20 
PROGRESS TEST 2 
Name: _______________________________________________ No. _____ Class: _______ 
Date: ____/____/____ Mark: ____________________ Teacher: ________________________ 
The final task you are expected to complete is 
to write a comment on a quotation about consumerism. 
Activities A and B will provide you with input for Activity C. 
• ownership • traded • underprivileged • material 
• minimalist • purchase 
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PROGRESS TESTS 155 
5 
 
 
 
ACTIVITY B 
Read the following text. 
 
Four years ago, we sold, donated, or discarded most of our material possessions. It was a 
decision based on discontent with our current lives. We were tired of living pay-check to 
pay-check — never able to get ahead with our finances. And we were growing weary of 
all the time, energy, and effort that our possessions were draining from us. We realized we 
had far too few resources left over for the things most important to us. 
Since embarking on this life-giving journey, we have found this lifestyle resonates 
effectively with young adults, parents, and older generations. 
There are, of course, significant challenges in reaching teenagers with the message of 
simplicity: 
 • The world around them grows increasingly materialistic. 
• Teenagers value acceptance and conformity with their peers. 
• Advertisers target their message to the young adult demographic. 
• Teenagers are beginning to explore their own decision-making. As a result, they 
are less likely to value input from others… particularly parents. 
 The challenges are certainly formidable. But we find great motivation by 
also recognizing he benefits of rneachig teenagers with this message: 
• Many of their significant decisions are still ahead of them. The message of 
simplicity helps equip them to make wise ones. 
• They are not in debt… yet. As a result, they are not held captive under the weight 
of creditors (especially housing, cars, student loans). 
• Their spending habits are not yet formed. They are definitely being shaped, but are 
not fully determined. 
We must recognize the challenges before us. But we also understand the importance of 
sparing our teenagers from decades of financial burden and empty promises of fulfilment. 
We recognize an important opportunity to inspire our teenagers to pursue lives of greater 
value. 
As parents, mentors, and community members, it is our duty to model simplicity, 
encourage idealism and teach teenagers what matters most is not what they own, but who 
they are. Finding an accompanying voice in the community that subscribes to these values 
and providing opportunities for him/her to contribute to your teenager’s life may also be 
beneficial. 
Our world has chased happiness, joy and fulfilment in the pursuit of riches and 
possessions for far too long. It is time we intentionally seek to raise a generation that 
values greater things. 
 
http://zenhabits.net/minimalist-teenagers/ 
(abridged) 
 
 
 
1 According to what you have read, what changed four years ago? Write 20-30 words on the separate 
sheet. 
 
2 Explain the sentence “Teenagers value acceptance and conformity with their peers”. Write 20-30 
words. 
 
 
3 Complete the following sentences using information from the text. 
a) Teenagers are starting tohhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhmmmmm 
 
ujhiuhiuhhhhhhhhhhhhhhhhhhhhhhhuhiiiiiiiiiiiiiiiiiuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu.
10 
10 
10 
10 
15 
20 
25 
30 
5 
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156 MO DULE 1 – TEENS & CONSUMERISM 
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b) Most of their biggest decisions ___________________________________________. 
c) Creditors don’t yet ___________________________________________________. 
4 Explain the meaning of the following expressions in the text. 
a) it (l. 1) __________________________________________________________________ 
b) this (l. 6) ________________________________________________________________ 
c) them (l. 10) ______________________________________________________________ 
5 Find synonyms for these words in the text. 
a) boarding, stenting ______________________ 
b) tests, demands ________________________ 
c) saving, relieving _______________________ 
 
6 Complete the following sentences with the correct form of the verbs in brackets.In 2008, a 34-year-old security guard a) _______________ (kill) in New York, by what local 
papers b) _______________ (describe) as an “out-of-control” mob of 2,000 “frenzied” 
shoppers who c) _______________ (queue) overnight in the promise of a slashprice sale. 
With the crowd outside chanting, “Push the doors in”, staff d) ______________ (climb) on to 
vending machines to escape the resulting stampede. Even when police later e) ____________ 
(declare) that the shop was closed because it was now a crime scene, angry shoppers 
f) ______________________ (remonstrate) with officers. 
A costumer said: “I g) _____________ (queue) there when the incident h) _____________ 
(happen). I should be entitled to my television!” 
 
http://www.theguardian.com/money/2011/jun/14/collaborative-consumption 
(abridged and adapted) 
 
 
7 Rewrite the sentences below using the words given in brackets and without 
changing their meaning. Make the necessary changes. 
 
a) My cousins have got new part-time jobs. They refused to let me pay for their 
clothes. (who) 
____________________________________________________________________________ 
____________________________________________________________________________ 
 
b) Monica is volunteering to work for a soup kitchen every Friday evening. This 
makes her family very proud of her. (which) 
____________________________________________________________________________ 
____________________________________________________________________________ 
 
c) At the soup kitchen she sees a homeless man. She knows his family. (whose) 
____________________________________________________________________________ 
____________________________________________________________________________ 
ACTIVITY C 
Comment on this famous quotation on by Ludwig Mies van der Rohe “Less is 
more”. Write between 150 and 200 words. 
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15 
80 
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PROGRESS TESTS 157 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – TEST 2 
 
1. 
 
 
 
N3 
Explica as alteraçõe s, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: The authors of the text realised 
they had too many material things, so 
they got rid of them and started 
leading a minimalis t life. 
10 
N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
2. 
 
 
 
N3 
Explica a frase, de acordo com o texto. 
Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: The sentenc e means that 
teenagers take into account their 
friends’ opinion and that they feel the 
need to be accepte d by them. 
10 
N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
ATIVIDADE A 
1. 
 
 
 
 
N3 
Indica 2 aspetos e justifica. Escreve 
com incorreções linguísticas não 
impeditivas da compreensão. Respeita 
os limites de palavras indicados . 
Ex.: a) less debt; b) less environmental 
impact 
Whenev er we refrain from buying 
something, we are lowering our 
chances of getting into debt. If we buy 
fewer things, less waste is also 
produced, which helps the environment. 
20 
N2 14 
 
 
N1 
Indica 1 aspeto. Escreve com 
incorreções linguísticas não impeditivas 
da compreensã o. Pode não respeitar os 
limites de palavras indicados . 
8 
2. 
 
 
 
 
 
N3 
Completa o texto com 5 ou 6 palavras 
corret as. Pode fazê-lo com incorreç ões 
de grafia não impeditivas da 
compreensão. 
Chave: 
a) minimalist 
b) underpriv ileged 
c) purchase 
d) ownership 
e) traded 
f) material 
20 
N2 14 
 
 
N1 
Completa o texto com apenas 1 ou 2 
palavras corretas. Pode fazê-lo com 
incorreções de grafia não impeditivas 
da compreensã o. Erra ou omite as 
restantes palavras. 
8 
 
ATIVIDADE B 
3. 
 
 
 
 
 
N3 
Completa as 3 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Ex.: 
a) explore their own decision-making. 
They are also less likely to value input 
from others, especially parents. 
b) still haven’t been made. 
c) hold teenagers captive. 
10 
N2 7 
 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Erra ou omite a outra frase. 
4 
4. 
 
 
 
 
N3 
Identifica corretam ent e os 3 referentes, 
como indicado na chave. Pode escrever 
com incorreções de grafia não 
impeditivas da compree nsã o. 
Chave: 
a) selling, donating, or discarding most 
of our mater ial possess ions 
b) journey 
c) teenagers 
10 
N2 7 
 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Pode escrever com incorreções de 
grafia não impeditivas da compreensão. 
Erra ou omite os restantes referentes. 
4 
5. 
 
 
N3 
Identifica os sinónimos adequados para 
as 3 palavras. 
Ex.: 
a) embarking on 
b) challenges 
c) sparing 
10 
N2 7 
 
N1 
Identifica o sinónimo apenas para 1 
palavra. Erra ou omite as restantes 
palavras. 
4 
6. 
 
 
 
 
 
 
N1 
Complet a 7 ou 8 espaços. Pode 
escrever com incorreções de grafia que 
não impliquem competência gramat ical. 
Ex.: 
a) was killed 
b) described 
c) had queued 
d) climbed 
e) declared 
f) remonstrated 
g) was queuing 
h) happened 
15 
N2 10 
 
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158 MO DULE 1 – TEENS & CONSUMERISM 
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ATIVIDADE C 
 
 
N3 
Complet a apenas 1 ou 2 espaços com 
correção linguística. Erra ou omite as 
outras frases. 
5 
7. 
 
 
 
 
 
 
 
N3 
Reescreve corretament e as 3 frases 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impeditivas da compree nsã o. 
Chave: 
a) My cousins, who refused to let me 
pay for their clothes, have got new 
part-time jobs. 
b) Monica is volunteer ing to work for a 
soup kitchen every Friday evering, 
which makes her family very proud of 
her. 
c) At the soup kitchen she sees a 
homeless man whose family she knows. 
15 
N2 10 
 
 
 
N1 
Reescreve corretam ent e apenas 1 frase 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impeditivas da compreensão. Erra 
ou omite as restantes frases. 
5 
 
 
 C om pe tê n ci a pragm áti c a 
 
 
 
N5 
Escreve um coment ário, respeitando as 
instruções dadas, fornece ndo 
pormenores e destacando aspetos 
relevantes. 
Utiliza, com eficácia, mecanismos de 
coesão e articula as ideias de forma 
adequada num texto organizado, claro 
e coerente. 
50 
N4 40 
 
 
 
 
 
N3 
Escreve um comentário simples, 
respeit ando as instruções dadas e 
destacando alguns aspetos relevantes. 
Utiliza, com alguma eficácia, 
conect ores, articulando as ideias num 
texto coeso embora ainda constit uído 
por uma sequência linear de 
informações . 
Pode não respeit ar os limites de 
palavras indicados. 
30 
N2 20 
 
 
 
 
N1 
Escreve um comentário simples, 
abordando o tema de forma genérica e 
recorrendo a repetições e pormenores 
pouco relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ente o texto. 
Pode não respeit ar os limites de 
palavras indicados. 
10 
 
 C om pe tê n cia l in gu í s ti ca* 
 
 
 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
utilizando recursos linguíst icos 
adequad os que lhe permit em transmit ir 
a informação de forma precisa. Pode 
ainda revelar alguma influência da 
língua materna. 
Utiliza vocabulário variado e adequa do 
para se exprimir, podendo suprir 
algumas lacunas com aajuda de 
circunlocuções. Revela, geralm ent e, 
bom domínio do vocabulário. 
Pode ocorrer alguma confusão e 
escolha incorret a de palavras. 
Revela, geralm ent e, bom domínio das 
estruturas e formas gramatic ais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a 
influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. 
Revela bom domínio do vocabulário 
eleme ntar, comet endo erros graves 
apenas quando exprime um 
pensament o mais complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
*A competência linguística só será avaliada se o aluno 
tiver tratado o tema proposto, situando-se o seu texto, pelo 
menos, no nível 1 da competência pragmática. 
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PROGRESS TESTS 159 
INFORMAÇÃO – TESTE 3 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
 
Ativ. 
 
Componentes 
 
Competências Tipologia de 
itens 
Número de 
itens 
Cotação 
(em pontos) 
A Léxico-semântica: 
 
Teen & 
consumerism 
 
 
 
Morfossi ntática: 
 
 
Infinitive/Gerund 
Clauses of 
concession 
Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência funcional 
 
Competência 
sociolinguística 
ITENS DE 
SELEÇÃO 
 
• complet am e nto 
• associação/ 
correspondência 
• transforma ção 
 
 
 
 
 
 
 
 
ITENS DE 
CONS T R UÇÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
Competência 
sociolinguística 
6 80 pontos 
C Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
CONS T R UÇÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
PROGRESS TEST 
3 
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160 MO DULE 1 – TEENS & CONSUMERISM 
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ACTIVITY A 
1 Complete the following text with the words/expressions from the box. 
 Use each word only once. 
 
 
 
Small Business Saturday in the USA is a a) _________________ held on the Saturday after 
Thanksgiving during one of the b) _________________ shopping periods of the year. First observed 
on November 27, 2010, it is a counterpart to Black Friday and Cyber Monday, which feature 
 c) _________________ and d) _________________ respectively. By contrast, Small Business 
Saturday encourages holiday shoppers to patronize businesses that are small and e)______________. 
The Twitter Hashtag #SmallBusinessSaturday has existed since early 2010 and was used to promote 
small businesses on any Saturday (not solely that Saturday between Black Friday and Cyber Monday). 
Additionally, some small business owners have run marketing specials on the November Small 
Business Saturday to help capitalize on the boost in foot or online traffic, as most f)_____________ in 
this time period are actively shopping for the holidays. 
 
http://en.wikipedia.org/wiki/Small_Business_Saturday 
(abridged and adapted) 
 
 
 
 
2 Do you support local businesses? Name two reasons for your answer. 
Write a total of 30-40 words. 
 
 
3 Complete the sentences with To-infinitive or Gerund forms of the verbs in brackets. 
 
a) They stopped in Barcelos ______________ (visit) the famous local market. 
b) Peter quarrelled with his parents and stopped _____________ (write) to them. 
c) Romeu was so sad when he saw Juliet’s tomb that he couldn’t help ____________(cry). 
 
 
 
PROGRESS TEST 3 
Name: _______________________________________________ No. _____ Class: _______ 
Date: ____/____/____ Mark: ____________________ Teacher: ________________________ 
The final task you are expected to complete is 
to write an article to your school newspaper about the event called 
Small Business Saturday. 
Activities A and B will provide you with input for Activity C. 
• big box retail • local • busiest • e-commerce stores 
• customers • shopping holiday 
15 
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PROGRESS TESTS 161 
 
 ACTIVITY B 
 Read the following text written by an MP 
 (a Member of Parliament). 
Exit Streatham Hill train station and you step out on to 
Europe’s longest continuous high street. Sitting 
opposite the station is Daily Fresh Foods, which 
occupies the unit that once housed Premier, the UK’s 
first supermarket. Next to it is Streatham DIY, and 
nearby isuy Odak, a computing and printing firm 
situated next to my local newsagent, TS3. 
These independent small businesses and the people who run them help make my constituency what it is. 
Small businesses give consumers greater choice and contribute to the unique character of every area, as the 
Telegraph’s “Reinvent the High Street” campaign has shown. The business owners work incredibly hard, often 
rising at some early hour to go the wholesalers to keep their businesses going. 
And yet, as a nation, we do not celebrate nearly enough what small businesses do. Our nation’s small 
businesses provide almost two thirds of private sector employment and almost half of private sector turnover 
but they do not appear in a ‘British Dream’ in the way that entrepreneurs feature in the American Dream we 
hear so much about. We have got to change this and, in so doing, I believe we can learn from our friends 
across the Atlantic. 
In the US, Small Business Saturday – established in 2010 – takes place on the first Saturday after 
Thanksgiving celebrations, one of the busiest shopping days of the year. It encourages people to shop at small 
independent businesses in their local area and celebrate small businesses’ contribution to their local 
economies. Last year’s Small Business Saturday helped drive sales of $5.5bn (£3.5bn) in small independent 
shops and it has led to an increase in longer-term custom. 
On the day the initiative enjoyed the support of prominent public figures and politicians like President 
Obama, who visited local shops on Small Business Saturday 2012. US celebrities, such as tennis player Serena 
Williams, Hollywood actress Jessica Alba and NBA basketball star Paul Pierce, tweeted about it. 
On its own, a UK Small Business Saturday will not transform the fortunes of our small businesses but, as 
the US experience demonstrates, it gives us all a special opportunity to do our bit to ensure those who take 
risks, set up shop and provide jobs in our local communities get more of the recognition they so deserve, by 
making apoint of spending our money in their businesses on the big day. It’s time to back our small 
businesses! 
 
http://www.telegraph.co.uk/finance/yourbusiness/10118818/Why-UK-shops-need-a-Small-Business-Saturday.html 
(abridged) 
 
 
 
 
 
 
1 In about 50 words, discuss how Small Business Saturday can be beneficial for the economy. 
 
 ____________________________________________________________________________________ 
 
 ____________________________________________________________________________________ 
 
 ____________________________________________________________________________________ 
 
 ____________________________________________________________________________________ 
 
 
 
 
10 
5 
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15 
20 
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162 MO DULE 1 – TEENS & CONSUMERISM 
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2 In 2010, Thanksgiving in the USA fell on Thursday 25th November. 
On the following days you could have bought goods for special prices. 
Which goods in which shops? What are the days called? 
Write your choices in the table. 
Help: B_________ _________, C________ _________, S________ ________ _________; 
electronic goods, light presents, large items, boutiques and local shops, e-commerce stores, 
department stores and hypermarkets. 
 
 26th November 27th November 29th November 
Name 
Goods 
Place 
 
 
 
3 Say what the following words refer to. 
a) it (l. 5) _____________________________ ______________________________ 
b) These (l. 8) _________________________ ______________________________ 
c) it (l. 21) ____________________________ ______________________________ 
 
 
4 Explain the meaning of the following expressions in the text. 
a) “Reinvent the High Street” (l. 10) ________________________________ 
b) “British Dream” (l. 14) ________________________________ 
c) “Our friends across the Atlantic” (ll. 15-16) ________________________________ 
 
5 Complete the following sentences using information from the text. 
a) Streatham Hill train station ______________________________________________. 
b) The first Saturday after Thanksgiving ______________________________________. 
c) President Obama _______________________________________________________. 
 
 
6 Rewrite the following sentences starting as suggested and without changing 
their meaning. Make the necessary transformations. 
a) It’s hard to work on Saturday mornings but I quite like it. 
Although ______________________________________________________________. 
b) It rained heavily, but we didn’t get wet. 
In spite of ______________________________________________________________. 
c) All customers received Christmas cards from the retailers after the event. 
The retailers sent ________________________________________________________. 
d) It was cold weather but everyone had a good time. 
Despite ________________________________________________________________. 
e) Although the President attended the event, it was a great sucess. 
In spite of his ___________________________________________________________. 
 
ACTIVITY C 
 Imagine you write for your school newspaper. Write an article suggesting a 
Small Business Saturday in your community. Explain how everyone involved would benefit 
from it. Write between 150 and 220 words.
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PROGRESS TESTS 163 
 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 3 
 
 
ATIVIDADE A 
1. 
 
 
 
 
 
N3 
Completa o texto com 5 ou 6 palavras 
corret as. Pode fazê-lo com incorreç ões 
de grafia não impeditivas da 
compreensão. 
Chave: 
a) shopping holiday 
b) busiest 
c) big box retail 
d) e-commerce stores 
e) local 
f) customers 
15 
N2 10 
 
 
N1 
Completa o texto com apenas 1 ou 2 
palavras corretas. Pode fazê-lo com 
incorreções de grafia não impeditivas 
da compreensão. Erra ou omite as 
restantes palavras. 
5 
2. 
 
 
 
N3 
Indica 2 exemp los. Escreve com 
correção linguística. Respeita os limites 
de palavras indicados . 
Ex.: I support local businesss whenever 
I can. For example, I usually shop for 
groceries at local markets and during 
the holiday season I try to get presents 
for my family from small family 
businesses . 
10 
N2 7 
 
 
N1 
Dá apenas 1 exemp lo. Escreve com 
incorreções linguísticas não impeditivas 
da compreensão. Pode não respeitar os 
limites de palavras indicados . 
4 
3. 
 
 
N3 
Complet a 3 espaços corretame nt e. 
Chave: 
a) to visit 
b) to write/wr iting 
c) crying 
15 
N2 10 
 
N1 Completa apenas 1 espaço corretament e. 
Erra ou omite os restantes. 
5 
 
 
 
ATIVI DA DE B 
1. 
 
 
 
 
 
 
N3 
Responde à pergunt a, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: 
I think Small Business Saturday is a 
great idea and it is also very useful to 
help improve the economy. Whenev er 
people buy at a local shop or business 
they are empowering their local 
economy and supporting families from 
their community. What is more, local 
shops can attract more customers and 
increase sales. 
10 
N2 7 
 
N1 Responde de forma incomplet a. Erra ou 
omite informação. 
4 
 
2. 
 
 
 
 
 
 
N3 
Completa a tabela com 9 informaç ões 
do texto. Pode escrever com 
incorreções linguísticas não impeditivas 
da compreensão. Não inclui informação 
irrelevant e ou inclui informação 
irrelevant e apenas num espaço. 
Chave: 
Name: Black Friday / Cyber Monday 
/ Small business Saturday 
Goods: Large items / electronic goods / 
light presents 
Place: Depar tment stores and 
hypermark ets / e-commerce stores / 
boutiques and local shops 
15 
N2 10 
 
 
 
 
 
 
N1 
Completa a tabela com apenas 4 ou 5 
informações do texto. Pode escrever 
com incorreções linguísticas não 
impeditivas da compreensão. Não inclui 
informação irrelevant e. Erra ou omite 
as restantes informações . 
OU 
Completa a tabela com apenas 3 
informações do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensã o. Erra ou 
omite as restantes informações. 
5 
3. 
 
 
N3 
Identifica corretam e nt e os 3 referentes, 
como indicado na chave. 
Ex.: 
a) Premier (the UK’s first supermark et) 
b) (independent small) businesses 
c) Last year’s Small Business Saturday 
15 
N2 10 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Erra ou omite os restentes referentes. 
5 
4. 
 
 
 
 
N3 
Explica o significado das 3 expressões 
com palavras suas. Pode escrever com 
incorreções de grafia não impeditivas 
da compreensão. 
Ex.: 
a) change dramatically the main 
shopping street(s)/how people shop 
b) the equivalent of the American 
Dream (but in Britain) 
c) the American people 
10 
N2 7 
 
 
N1 
Explica o significado de 1 expressão. 
Pode escrever com incorreçõs de grafia 
não impeditivas da compreensão. Erra 
ou omite as outras expressões. 
4 
 
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5. 
 
 
 
 
 
N3 
Completa as 3 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Ex.: 
a) gives access to Europe’s longes t 
continuous high street. 
b) was the day chosen for Small 
Business Saturday in theUSA. 
c) visited local shops on Small Business 
Saturday 2012. 
15 
N2 10 
 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Erra ou omite as outras frases. 
5 
6. 
 
 
 
 
 
 
 
 
N3 
Reescreve corretam ent e 5 frases 
respeitan do os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impeditivas da compree nsã o. 
Chave: 
a) … it’s hard to work on Saturday 
mornings, I quite like it. 
b) … the heavy rain/the fact that it 
rained heavily, we didn’t get wet. 
c) … Christmas cards to the customers 
after the event. 
d) … the cold weather /the fact that the 
weather was cold, everyone had a 
good time. 
e) … attendance, attending) the event 
was not a great sucess. 
15 
N2 10 
 
 
N1 
Reescreve corretam ent e apenas 1 ou 2 
frases respeitando os constrangim entos 
impostos. Erra ou omite as restantes 
frases. 
5 
 
 
 N2 20 
 
 
 
 
N1 
Escreve um texto simples, abordando o 
tema de forma genérica e recorrendo a 
repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ent e o texto. 
Pode não respeit ar os limites de 
palavras indicados . 
10 
 Competência linguística* 
 
 
 
 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
utilizando recursos linguísticos 
adequad os que lhe permit em transmit ir 
a informação de forma precisa. Pode 
ainda revelar alguma influência da 
língua materna. 
Utiliza vocabulário variado e adequad o 
para se exprimir, podendo suprir 
algumas lacunas com a ajuda de 
circunlocuções. Revela, geralm ent e, 
bom domínio do vocabulário. 
Pode ocorrer alguma confusão e 
escolha incorret a de palavras. 
Revela, geralm ent e, bom domínio das 
estruturas e formas gramatic ais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar alguma influência 
da língua materna. 
Utiliza vocabulário suficiente para se 
exprimir com a ajuda de 
circunlocuções. 
Revela bom domínio do vocabulário 
eleme ntar, comet endo erros graves 
apenas quando exprime um 
pensament o mais complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatica is element ares de forma 
sistemátic a. 
A ortografia é suficientem ent e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário elementar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
 
ATIVIDADE C 
 Competênci a pragmáti ca 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
respeitan do as instruções dadas, 
fornecendo pormenores e destacando 
aspetos relevantes. 
Utiliza, com eficácia, mecanismos de 
coesão e articula as ideias de forma 
adequada num texto organizado, claro 
e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
 
N3 
Escreve um texto simples, respeitando 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza, com alguma eficácia, 
conect ores, articulando as ideias num 
texto coeso embora ainda constituído 
por uma sequência linear de 
informações . 
Pode não respeit ar os limites de 
palavras indicados . 
30 
 
*A competência linguística só será avaliada se o aluno tiver 
tratado o tema proposto, situando-se o seu texto, pelo menos, 
no nível 1 da competência pragmática. 
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PROGRESS TESTS 165 
INFORMAÇÃO – TESTE 4 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
 
 
Ativ. 
 
Componentes 
 
Competências Tipologia de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Léxico-semântica: 
 
Our world 
 
 
 
Morfossi ntática: 
 
 
Double 
comparatives 
Future forms 
Linking words 
Used to/be, get 
used to 
Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência funcional 
 
Competência sociolinguística 
ITENS DE 
SELEÇÃO 
 
• escolha múltip la 
• complet am e nto 
• associação/ 
correspondência 
• transforma ção 
 
 
 
 
 
 
 
ITENS DE 
CONS T R UÇÃO 
 
• resposta curta 
• resposta restrita 
4 40 pontos 
B Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
Competência sociolinguística 
8 80 pontos 
C Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
CONS T R UÇÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
PROGRESS TEST 
4 
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166 MO DULE 2 – OUR WORLD 
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ACTIVITY A 
1 Choose the most suitable word for each gap. 
a) high / average d) trash / pollution 
b) decreasing / accelerating e) cleaner / faster 
c) atmosphere / nature f) efficiency / economy 
 
Although local temperatures fluctuate naturally, over the past 50 years the 
a) _________________ global temperature has increased at the fastest rate in 
recorded history. And experts think the trend is b) _________________: the 10 hottest 
years on record have all occurred since 1990. 
Carbon dioxide and other air pollution that is collecting in the c) _________________ 
like a thickening blanket, trapping the sun’s heat and causing the planet to warm up. 
Coal-burning power plants are the largest U.S. source of carbon dioxide d) ___________ 
they produce 2.5 billion tons every year. Automobiles, the second largest source, create 
nearly 1.5 billion tons of CO₂ annually. 
Here’s the good news: technologies exist today to make cars that run e) _____________ 
and burn less gas, modernize power plants and generate electricity from nonpolluting 
sources, and cut our electricity use through energy f) ________________. The challenge 
is to be sure these solutions are put to use. 
 
2 Do you worry about global warming and its effects? Why/Why not? 
Write a total of 30-40 words. 
 
 
3 Rewrite each sentence to show gradual increase. 
 
a) The planet’s temperature is higher than ever. 
The planet’s temperature is getting ______________________________________________ 
b) Not enough people try to reduce their carbon footprint as they should. 
More ____________________________________________________________________ 
 
 
4 Complete each sentence showing one thing depends on the other. 
a) ________________ (much) we pollute, the _________________ (high) the 
temperatures will get. 
b) ________________ (fast) your car is, the _________________ (polluting).
PROGRESS TEST 4 
Name: _______________________________________________ No. _____ Class: _______ 
Date: ____/____/____ Mark: ____________________ Teacher: ________________________ 
The final task you are expected to complete is 
to write a newspaper article on the causesof global warning. 
Activities A and B will provide you with input for Activity C. 
10 
10 
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PROGRESS TESTS 167 
 ACTIVITY B 
 Read the following text. 
Temperature rises resulting from 
unchecked climate change will be at the 
severe end of those projected, according to 
a new scientific study. Unless emissions of 
greenhouse gases are cut, the planet will 
heat up by a minimum of 4 ºC by 2100, 
twice the level the world’s governments 
deem dangerous. 
The research indicates that fewer clouds 
form as the planet warms, meaning less 
sunlight is reflected back into space, 
driving temperatures up further still. The 
way clouds affect global warming has been 
the biggest mystery surrounding future 
climate change. 
Professor Steven Sherwood, at the 
University of New South Wales, in 
Australia, who led the new work, said: 
 “This study breaks new ground twice: first by identifying what is controlling the cloud changes and 
second by strongly discounting the lowest estimates of future global warming in favour of the higher 
and more damaging estimates.” “4 ºC would likely be catastrophic rather than simply dangerous,” 
Sherwood told the Guardian. “For example, it would make life difficult, if not impossible, in much of 
the tropics, and would guarantee the eventual melting of the Greenland ice sheet and some of the 
Antarctic ice sheet”, with sea levels rising by many metres as a result. 
The research is a “big advance” that halves the uncertainty about how much warming is used by rises 
in carbon emissions, according to scientists commenting on the study, published in the journal Nature. 
Scientists measure the sensitivity of the Earth’s climate to greenhouse gases by estimating the 
temperature rise that would be caused by a doubling of CO2 in the atmosphere compared with pre-
industrial levels – as is likely to happen within 50 years, on current trends. For two decades, those 
estimates have run from 1.5 ºC to 5 ºC, a wide range; the new research narrowed that range to between 3 
ºC and 5 ºC, by closely examining the biggest cause of uncertainty: clouds. 
“Climate sceptics like to criticise climate models for getting things wrong, and we are the first to 
admit they are not perfect,” said Sherwood. “But what we are finding is that the mistakes are being 
made by the models which predict less warming, not those that predict more.” 
According to Sherwood, “Rises in global average temperatures of at least 4 ºC by 2100 will have 
profound impacts on the world and the economies of many countries if we don’t urgently start to curb 
our emissions.” 
http :/ / w w w .t h e g u a rd i a n . c o m / e n v i ro n m e n t / 2 0 1 3 / d e c / 3 1 / p l a n e t -w i l l -w a rm -4 c -2 1 0 0 - c l i m a t e (ab ri d g e d ) 
 
 
 
 
 
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168 MO DULE 2 – OUR WORLD 
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 1 Explain in about 60-70 words Professor Steven Sherwood’s study on temperature rise. 
 
 2 Id en tify th e con seq u e n c e s of su ch rise. 
 3 Complete the following sentences using information from the text. 
a) According to this study, by 2100 the average global temperature _____________________ 
b) It has been shown that lower estimates ________________________________________ 
c) Climate models may _____________________________________________________ 
 
 4 Say what the following words refer to. 
a) who (l. 18) ___________________________________________________________ 
b) it (l. 22) _____________________________________________________________ 
c) that (l. 25) ____________________________________________________________ 
 
 5 Find in the first four paragraphs of the text synonyms for these words. 
a) serious, grave _________________________________________________________ 
b) consider _____________________________________________________________ 
c) assure _______________________________________________________________ 
 6 Complete the following sentences with a future form of the verbs in brackets. 
a) It’s raining. I _________________ (get) an umbrella. 
b) We _________________ (study) German next semester. 
c) I _________________ (stay) at the Park Hotel if you need to contact me. 
d) We _________________ (travel) to London this weekend. 
 
 7 Join the two sentences by means of the word(s) in brackets. 
a) Polar ice will continue to melt. The temperature is rising. (therefore) 
b) Global warming has an impact on the environment. It has an impact on the 
world economy. (not only… but also) 
c) Climate models are good. They may not be perfect. (however) 
 
 8 Complete the following dialogues with used to / be used to. 
a) A: ____________ you ___________________ (play) outside when you were a child? 
 B: Yes, I _______________ (run) and ________________ (ride) my bike all the time. 
b) A: This meat is delicious. ____________ you ________________________ (cook)? 
 B: Yes. I _______________________ (make) my own meals. 
 
 
ACTIVITY C 
Write a newspaper article on the causes of global warming and on the urgent 
need to limit them. 
Write between 150 and 200 words. 
 
 
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PROGRESS TESTS 169 
 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 4 
 
ATIVIDADE A 
1. 
 
 
N3 
Completa o texto com 6 ou 7 palavras 
corretas. 
Chave: 
a) average; b) accelerating; 
c) atmosphere; d) pollution; e) cleaner; 
f) efficiency 
10 
N2 7 
 
N1 Completa o texto com apenas 2 ou 3 
palavras corretas. 
4 
2. 
 
 
 
N3 
Dá a sua opinião e explica a(s) 
razão(ões). Escreve com correção 
linguística. Respeita os limites de 
palavras indicados. 
Ex.: I worry about global warming very 
much because its effects, like climate 
change, ice melt and rising sea levels, 
are very harmful to the planet and may 
even be irreversible. 
10 
N2 7 
 
 
N1 
Dá a sua opinião e indica a razão. 
Escreve com incorreções linguíst icas 
não impedit ivas da compreensão. Pode 
não respeit ar os limites de palavras 
indicados. 
4 
3. 
 
 
N3 
Reescreve corretament e as 2 frases 
respeit ando os constrangim entos 
impostos. 
Chave: a) The planet’s temperature is 
getting higher and higher. 
b) More and more people should try to 
reduce their carbon footprint. 
10 
N2 7 
 
 
N1 
Reescreve corretam ent e apenas 1 frase 
respeit ando os constrangim entos 
impostos. Erra ou omite a restante 
frase. 
4 
4. 
 
N3 
Completa as 2 frases com correçã o 
linguística. 
Ex.: a) The more / the higher 
b)The faster / the more polluting 
10 
N2 7 
 
N1 Complet a apenas 1 frase com correção 
linguística. Erra ou omite a outra frase. 
4 
 
ATIVIDADE B 
1. 
 
 
 
 
 
 
N3 
Explica o estudo, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: Professor Steven Sherwwood’s 
study is based on the clouds. It has 
showed that fewer clouds form as the 
planet warms, meaning less sunlight is 
reflected back into space, driving 
temperatures up further. The study 
intends to identify what is controlling 
the cloud changes and to discount the 
lowest estimates of future global 
warming in favour of the higher and 
more damaging estimates. 
10 
1. N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
2. 
 
 
 
 
 
N3 
Identifica as consequências, de acordo 
com o texto. Pode escrever com 
incorreções linguísticas não impeditivas 
da compreensão. 
Ex.: There will be very harmful effects 
of temperature rise both on theplanet 
and on the economies of many 
countr ies. As far as the environment is 
concerned, life in the tropics will 
become extremely difficult and sea 
levels will rise by many metres as a 
result of ice melt. 
10 
N2 7 
 
N1 Identifica as consequências de forma 
incomplet a. Erra ou omite informação. 
4 
3. 
 
 
 
N3 
Completa as 3 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compree nsã o. 
Ex.: a) ... will have risen by 4C. 
b) … are wrong. 
c) … not be perfect. 
10 
N2 7 
 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções linguísticas não 
impeditivas da compreensão. Erra ou 
omite as outras frases. 
4 
4. 
 
N3 
Identifica corretam ent e os 3 referentes, 
como indicado na chave. 
Chave: a) Professor Steven Sherwood 
b) 4C 
c) a big advance 
10 
N2 7 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Erra ou omite os restantes referentes. 
4 
5. 
N3 
Identifica os sinónimos adequados para 
as 3 palavras. 
Chave: a) severe; b) deem; c) guarantee 
10 
N2 7 
 
N1 
Identifica o sinónimo apenas para 1 
palavra. Erra ou omite as restantes 
palavras. 
4 
6. 
 
 
N3 
Completa as 4 frases com os tempos 
verbais corretos. 
Ex.: a) will get 
b) are going to study 
c) will be staying 
d) are travelling 
10 
N2 7 
 
N1 Complet a apenas 1 frase corretame nt e. 
Erra ou omite as outras frases. 
4 
 
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170 MO DULE 2 – OUR WORLD 
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7. 
 
 
 
 
 
N3 
Rescreve as 3 frases com correção 
linguístic a. Pode escrever com 
incorreções de grafia que não 
impliquem competência gramatical. 
Ex.: a) The temperature is rising; 
therefore, polar ice will continue to 
melt. 
b) Global warming has an impact not 
only on the environment but also on the 
world economy. 
c) Climate models are good; however, 
they may not be perfect. 
10 
N2 7 
 
 
N1 
Reescreve apenas 1 frase com correção 
linguístic a. Pode escrever com 
incorreções de grafia que não 
impliquem competência gramatic al. 
Erra ou omite as outras frases. 
4 
8. 
 
 
N3 
Completa corretam ent e as 4 frases dos 
diálogos. 
Ex.: a) Did … use to play / used to run / 
(used to) ride 
b) Are … used to cooking / am used to 
making 
10 
N2 7 
 
N1 Complet a corretam ent e apenas 1 frase. 
Erra ou omite as restantes frases. 
4 
ATIVIDADE C 
 C om pe tê n ci a pragm áti c a 
 
 
 
 
 
N5 
Escreve um artigo, respeit ando as 
instruções dadas, fornece ndo 
pormenores e destacando aspetos 
relevantes. 
Utiliza um número ainda limitado de 
mecanism os de coesão, mas articula as 
ideias de forma adequada num texto 
organizado, claro e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
N3 
Escreve um artigo simples, respeitand o 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza conectores simples, articulando 
as ideias num texto coeso embora 
ainda constituído por uma sequência 
linear de informações. 
Pode não respeit ar os limites de 
palavras indicados. 
30 
N2 20 
 
 
 
 
N1 
Escreve um artigo simples, abordando 
o tema de forma genérica e recorrendo 
a repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ente o texto. 
Pode não respeit ar os limites de 
palavras indicados. 
10 
 
 C om pe tê n cia l in gu í s ti ca* 
 
 
 
 
 
 
 
 
 
 
N5 
Escreve um texto razoavelment e 
elaborado, utilizando recursos 
linguísticos adequados que lhe 
permit em transmit ir a informação de 
forma precisa. Pode ainda revelar 
alguma influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir, podendo suprir algumas 
lacunas com a ajuda de circunlocuções . 
Revela geralm ent e bom domínio do 
vocabulário. Pode ocorrer alguma 
confusão e escolha incorreta de 
palavras. 
Revela geralm ent e bom domínio das 
estruturas e formas gramat ica is, não 
comet endo erros gramat icais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a influência 
da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. Revela bom domínio do 
vocabulário e pensament o mais 
complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
*A competência linguística só será avaliada se o aluno tiver 
tratado o tema proposto, situando-se o seu texto, pelo menos, 
no nível 1 da competência pragmática. 
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PROGRESS TESTS 171 
INFORMAÇÃO – TESTE 5 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
 
Ativ. 
 
Componentes 
 
Competências Tipologia de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Lé xico-se m ân ti c a : 
 
Our world 
 
 
 
M orfoss i n tá ti c a: 
 
Future forms 
Linking words 
Used to/be, get 
used to 
 
So/such 
 
Conditional 
sentences 
C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência funcional 
 
C om pe tê n cia sociol in gu í s ti ca 
ITENS DE 
SELEÇÃO 
• complet am e nt o 
• associação/ 
correspondência 
• transforma ção 
 
 
 
 
 
 
 
 
 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
C om pe tê n cia sociol in gu í s ti ca 
6 80 pontos 
C C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
PROGRESS TEST 
5 
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ACTIVITY A 
 1 Match the verbs in column A with the words in column B. 
go 1. a) diseases 
respect 2. b) fruits and vegetables 
protect 3. c) animals’ rights 
prevent 4. d) veg 
avoid 5. e) the environment 
limit 6. f) animal products 
eat 7. g) money 
save 8. h) climate changes 
 
 
 2 What are the differences betweena vegetarian and a vegan? 
 Write a total of 30 – 40 words. 
 
 
 3 Complete the following text with seven words/expressions from the box. 
 Use each word only once. Two of them do not apply. 
 I have been vegan for almost four years and I admit going from full-blown meat a) ______________ 
to strict vegan was not easy. Just like any other life-altering decision, going vegan b) 
______________ is unrealistic. If you are a c) _______________ with no dietary restrictions at 
all, you should start with red meat, then the next week d) ______________, the next week fish, the 
next week dairy and so on. Although many people think we only eat salad, being vegan doesn’t mean 
you only eat one thing, or you only eat e) ______________ for every meal. In fact, you would be 
very surprised at all of the dishes you can easily “veganize” that were comfort f) ______________ 
from your carnivorous days. All you have to do is think of what you loved eating, take away the meat 
and add a grain, legume or g) ______________. 
 
 
• poultry • salads • vegetable • foods • steak 
• overnight • eater • carnivore • fish 
 
 
 
 
 
 
 
PROGRESS TEST 5 
Name: _______________________________________________ No. _____ Class: _______ 
Date: ____/____/____ Mark: ____________________ Teacher: ________________________ 
The final task you are expected to complete is 
to write an opinion text about whether you would follow a vegetarian diet. 
Activities A and B will provide you with input for Activity C. 
15 
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PROGRESS TESTS 173 
 
ACTIVITY B 
Read the following text. 
 
 
 
If we really want to reduce the human 
impact on the environment, the simplest 
and cheapest thing anyone can do is to 
eat less meat. Behind most of the joints of 
beef or chicken on our plates is a 
phenomenally wasteful, land-and nergy-
hungry system of farming that devastates 
forests, pollutes oceans, rivers, seas and 
air, depends on oil and coal, and is 
significantly responsible for climate 
change. 
We humans eat about 230m tonnes of 
animals a year, twice as much as we did 
30 years ago. In 2006, the UN alculated 
that the combined climate change 
emissions of animals bred for their meat 
were about 18% of the global total – 
more than cars, planes and all other forms 
of transport put together. 
In terms of the amount of available land, meat-eaters need far more space than vegetarians. A Bangladeshi 
family living off rice, beans, vegetables and fruit may live on an acre of land or less, while the average 
American, who consumes around 270 pounds of meat a year, needs 20 times that. 
Eat a steak or a chicken and you are effectively consuming the water that the animal has needed to live and 
grow. While it takes 60 pounds of water to produce one pound of potatoes a pound of beef needs around 9,000 
litres. 
Global agribusiness has for 30 years turned to tropical rainforests – not for their timber but for the land that 
can be used to graze cattle or grow palm oil and soya. Millions of hectares of trees have been felled to provide 
burgers for the US and more recently animal feed for farms for Europe, China and Japan. 
Industrial-scale agriculture now dominates the western livestock and poultry industries, and a single farm 
can now generate as much waste as a city. Also tens of thousands of miles of rivers, and consequently oceans, 
are polluted each year. 
Every link in the chain of events that brings meat to the table demands electricity, from the production of 
the fertiliser put on the land to grow the animal feed to the fuel needed to transport the meat. According to 
some studies, as much as one-third of all fossil fuels produced in the United States now go towards animal 
agriculture. 
Polls suggest that 5-6% of the population eats no meat at all, with many millions of others consciously 
reducing the amount of meat they eat or only eating it occasionally. But the quantities are still staggering: 
according to the Vegetarian Society, the average British carnivore eats over 11,000 animals in a lifetime. 
For this, say the vegetarians, the meat eaters get increased chances of obesity, cancers, heart diseases and 
other illnesses as well as a hole in the pocket. A meat diet is generally considered twice as expensive as a 
vegetarian one. 
http :/ / w w w .t h e g u a rd i a n . c o m / l i f e a n d s t y l e / 2 0 1 0 / j u l / 1 8 / v e g e t a r i a ni s m - s a v e -p l a n e t - e n v i ro n m e n t (abr i d g e d and adap t e d )
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174 MO DULE 2 – OUR WORLD 
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1 Explain briefly how vegetarianism can help save the planet. 
 
2 In note form, complete the table below with information from the text. 
 
Impacts of meat producti on on the environment 
Climate 
Land 
Water 
Forest 
Energy 
 
 3 Complete the following sentences using information from the text. 
a) Vegetarianism is good both ______________________________________________________ 
b) Climate change is a consequence __________________________________________________ 
c) A vegetarian diet reduces ________________________________________________________ 
 
 4 Say what the following words refer to. 
a) that (l. 7) ____________________________________________________________________ 
b) who (l. 22) ___________________________________________________________________ 
c) their (l. 26) ___________________________________________________________________ 
 
 5 Find in the three first paragraphs of the text synonyms for these words. 
a) uneconomical _________________________________________________________________ 
b) raised _______________________________________________________________________ 
c) accessible ____________________________________________________________________ 
 
 6 Rewrite the following sentences by using the words in brackets. Do not change 
their original meaning. 
a) Although eating meat is harmful, we continue to consume millions of animals a 
 year. (despite) 
b) Meat production is such a destructive system that millions of hectares of trees 
 have been cut down. (so) 
c) Thirty years ago we would consume half the quantity of meat. (used to) 
d) Adopting a vegetarian diet will be healthier. (if) 
e) I intend to try a vegetarian diet. (going to) 
 
 
 
ACTIVITY C 
Would you consider changing your diet to a vegetarian one? Why/Why not? 
Write between 150 and 200 words.
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PROGRESS TESTS 175 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 5
 
ATIVIDADE A 
1. 
N3 
Liga 7 ou 8 itens corretament e. 
Chave: 1. d); 2. c); 3. e); 4. a); 5. f); 
6. h); 7. b); 8. g) 
15 
N2 10 
 
N1 Liga apenas 1 ou 2 itens corretament e. 
Erra ou omite os restantes. 
5 
2. 
 
 
 
N3 
Indica as diferenças. Escreve com 
correção linguíst ica. Respeita os limites 
de palavras indicados. 
Ex.: While a vegetarian doesn’t eat any 
meat or fish, a vegan is more rigorous 
and doesn’t eat or use any animal 
products such as milk, eggs, cheese or 
leather. 
10 
N2 7 
 
 
N1 
Indica as diferenças. Escreve com 
incorreções linguísticas não impeditivas 
da compreensã o. Pode não respeitar os 
limites de palavras indicados . 
4 
3. 
 
 
 
 
 
N3 
Completa o texto com 6 ou 7 palavras 
corretas. 
Chave: 
a) eater 
b) overnight 
c) carnivore 
d) poultry 
e) salads 
f) foods 
g) vegetable 
15 
N2 10 
 
N1 
Completa o texto com apenas 2 ou 3 
palavras corretas. Erra ou omite as 
restantes palavras. 
5ATIVIDADE B 
1. 
 
 
 
 
N3 
Explica as razões, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: Meat production is very harmful to 
the environment. It pollutes the air and 
the water and it leads to deforestation 
and to high levels of energy 
consumption. Therefore, eating less 
meat would definitely help save the 
planet. 
15 
N2 10 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
5 
 
2. 
 
 
 
 
 
 
 
N3 
Completa a tabela com 5 informações 
do texto. Pode escrever com 
incorreções linguísticas não impeditivas 
da compreensão. Escreve em forma de 
nota, não incluindo informação 
irrelevant e ou incluindo informaçã o 
irrelevant e apenas numa nota. 
Ex.: 
C l imate: climate changes due to gas 
emissions . 
Land: need for big quantities of land. 
Wate r: need for great amounts of 
water, water pollution. 
Fores t: deforestation. 
Energy: high consumption of energy 
from production to distribution. 
15 
N2 10 
 
 
 
 
 
 
 
 
 
 
N1 
Completa a tabela com apenas 1 
informação do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensão. Escreve 
em forma de nota, não incluindo 
informação irrelevant e. Erra ou omite 
as restantes informações . 
OU 
Completa a tabela com apenas 2 ou 3 
informações do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensão. Não 
escreve em forma de nota. Erra ou 
omite as restantes informações. 
OU 
Completa a tabela com apenas 2 ou 3 
informações do texto. Escreve em 
forma de nota, incluindo informação 
irrelevant e em uma ou duas notas. Erra 
ou omite a(s) restante(s) informação/ 
informações . 
5 
3. 
 
 
 
 
N3 
Completa as 3 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compree nsã o. 
Ex.: a) ... for our health and for the 
environment. 
b) … of meat production, among other 
reasons. 
c) … the chances of obesity, cancer 
and other diseases. 
15 
N2 10 
 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções linguísticas não 
impeditivas da compreensão. Erra ou 
omite as outras frases. 
5 
4. 
 
 
N3 
Identifica corretam ent e os 3 referentes, 
como indicado na chave. 
Chave: a) wasteful, land- and energy- 
hungry system of farming. 
b) the average American. 
c) tropical rainforests. 
10 
N2 7 
 
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176 MO DULE 2 – OUR WORLD 
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N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Erra ou omite os restantes referentes. 
4 
5. 
 
N3 
Identifica os sinónimos adequados para 
as 3 palavras. 
Ex.: a) wasteful 
b) bred 
c) available 
10 
N2 7 
 
N1 
Identifica o sinónimo apenas para 1 
palavra. Erra ou omite as restantes 
palavras. 
4 
6. 
 
 
 
 
 
 
 
N3 
Rescreve as 5 frases com correção 
linguístic a. Pode escrever com 
incorreções de grafia que não 
impliquem competência gramatical. 
Ex.: a) Despite the fact that eating 
meat is harmful, we continue to 
consume millions of animals a year. 
b) Meat production is so destructive 
that millions of hectares of trees have 
been cut down. 
c) Thirty years ago we used to consume 
half the quantity of meat. 
d) If you adopt a vegetar ian diet, you 
will be healthier. 
e) I am going to try a vegetar ian diet. 
15 
N2 10 
 
 
N1 
Reescreve apenas 1 frase com correção 
linguístic a. Pode escrever com 
incorreções de grafia que não 
impliquem competência gramatic al. 
Erra ou omite as outras frases. 
5 
ATIVIDADE C 
 C om pe tê n ci a pragm áti c a 
 
 
 
 
 
N5 
Escreve um texto, respeit ando as 
instruções dadas, fornece ndo 
pormenores e destacando aspetos 
relevantes. 
Utiliza um número ainda limitado de 
mecanism os de coesão, mas articula as 
ideias de forma adequada num texto 
organizado, claro e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
N3 
Escreve um texto simples, respeitando 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza conectores simples, articulando 
as ideias num texto coeso embora 
ainda constituído por uma sequência 
linear de informações. 
Pode não respeit ar os limites de 
palavras indicados. 
30 
N2 20 
 
 
 
 
 
N1 
Escreve um texto simples, abordando o 
tema de forma genéric a e recorre ndo a 
repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ente o texto. 
Pode não respeit ar os limites de 
palavras indicados. 
10 
 C om pe tê n cia l in gu í s ti ca* 
 
 
 
 
 
 
 
 
 
N5 
Escreve um texto razoavelment e 
elaborado, utilizando recursos 
linguísticos adequados que lhe 
permit em transmit ir a informação de 
forma precisa. Pode ainda revelar 
alguma influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir, podendo suprir algumas 
lacunas com a ajuda de circunlocuções . 
Revela geralm ent e bom domínio do 
vocabulário. Pode ocorrer alguma 
confusão e escolha incorreta de 
palavras. 
Revela geralm ent e bom domínio das 
estruturas e formas gramat ica is, não 
comet endo erros gramat icais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a 
influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. Revela bom domínio do 
vocabulário e pensament o mais 
complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
 
 
* A competência linguística só será avaliada se o aluno 
tiver tratado o tema proposto, situando-se o seu texto, pelo 
menos, no nível 1 da competência pragmática. 
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PROGRESS TESTS 177 
INFORMAÇÃO – TESTE 6 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
Ativ. 
 
Componentes 
 
Competências 
Tipologia 
de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Lé xico-se m ân ti c a : 
 
The world of work 
 
 
 
M orfoss i n tá ti c a: 
 
 
The article 
Clauses of purpose 
Emphatic structure 
C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência funcional 
 
C om pe tê n cia sociol in gu í s ti ca 
ITENS DE 
SELEÇÃO 
 
• associação/ 
correspondência 
• complet am e nt o 
• transforma ção 
• escolha múltip la 
 
 
 
 
 
 
 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci apragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
C om pe tê n cia sociol in gu í s ti ca 
7 80 pontos 
C C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
 
 
PROGRESS TEST 
6 
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178 MO DULE 3 – THE WORLD OF WORK 
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ACTIVITY A 
1 Complete the following text with the words from the box. 
Use each word only once. 
 
 
• applying • lectures • degree • rogue • trips • essays 
 
University, in so many ways, is not like school. One of the biggest changes between university 
and school or college will be the way that you work. You will have to take more responsibility 
for your own learning than you have probably done before and no one will chase you up for late 
a) _________________ or b) _________________ coursework. 
University courses are generally a mix of c) _________________, seminars and tutorials. 
Depending on the d) _________________, there will also be field e) _________________, 
drawing classes and all kinds of other things. 
You have done the hard bit by f) _________________ and being accepted. The university 
obviously feels that you are intellectually able to do the course, so you just have to make sure you 
manage to settle in and enjoy it. 
http://www.theguardian.com/education/2003/sep/19/students.news (abridged) 
 
2 Name two reasons why you would/wouldn’t like to go to University. 
Write a total of 30-40 words. 
 
3 Rewrite the sentences below using the words/expressions given in brackets 
and without changing their meaning. (Capital letters are significant.) 
a) Teachers know little of what goes on inside teenagers’ minds. (Little) 
b) Certainly things will change in the next couple of years. (It) 
c) I couldn’t know how many undergraduate students there were in the UK until I 
 consulted the official numbers. (Not until) 
d) He left university. He wanted to get a job. (to) 
e) Ann’s parents worked hard. She’d like to continue her studies. (so that) 
 
 
PROGRESS TEST 6 
Name: _______________________________________________ No. _____ Class: _______ 
Date: ____/____/____ Mark: ____________________ Teacher: ________________________ 
The final task you are expected to complete is 
to write an email to a friend stating 
the advantages and disadvantages of not going to University. 
Activities A and B will provide you with input for Activity C. 
15 
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PROGRESS TESTS 179 
 
ACTIVITY B 
Read the following text. 
Three years at university may be a “waste of 
time” according to some. Whether you agree 
with it or not, there are certainly many 
alternatives to spending three years in higher 
education and plenty of ways of pursuing your 
career goals without going to university. 
The rise in tuition fees has discouraged some 
prospective students in England: last year saw a 
10% drop in university applications. Although 
the figure has recovered, there are other reasons 
why you might prefer to avoid the route. Perhaps 
you’re fed up with reading books and sitting 
exams or maybe you just can’t wait to get stuck 
into the real world of work. You may have 
missed your expected grades (which is perfectly normal), and with education chiefs warning earlier 
this month that A-level students are in danger of missing out on a university place, alternative 
options are firmly in the spotlight. 
You can do many careers without doing a degree – even traditional professions such as law and 
accountancy. If you’ve got an idea for a business venture, charities such as The Prince’s Trust 
Enterprise Programme and Business Angels, offer grants and advice to start-ups. 
Apprenticeships are a great way of getting on the ladder at major companies and organisations such 
as Transport for London and British Airways. If you’ve always wanted to join the police or fire 
service, you don’t necessarily need a degree, and learning a trade, such as plumbing or becoming an 
electrician, can give you a steady career footing from an early age. 
So if you want to follow in the footsteps of Jamie Oliver, Richard Branson or Ben Affleck (none of 
whom went to university), join in our live chat for tips and advice on mapping your route to your 
dream job without a degree. 
Our panel of experts will be on hand to discuss any questions you have and the options available on 
next Wednesday between 1 p.m. and 3 p.m. The Q&A will takes place in the comments section of 
our website. Taking part is easier than ever: you can create a free account, or log in using your 
Twitter or Facebook profiles and comment. Alternatively, you can tweet us or email us your 
questions and we will post them on the Q&A. 
http://careers.theguardian.com/career-options-if-you-dont-want-to-go-to university 
(abridged and slightly adapted) 
 
 
 
 
 
 
 
 
1 Explain why one year 10% fewer students applied to go to university. 
 
2 How h as th e s itu ation ch an ged s in ce th en ? 
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180 MO DULE 3 – THE WORLD OF WORK 
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3 In note form, complete the table below with information from the text. 
 Write 1– 4 words per cell. 
 
Not going to University 
1. Reasons not to enrol 2. Alternative careers 
a) a) 
b) b) 
c) c) 
d) d) 
e ) e ) 
 4 Complete the following sentences using information from the text. 
 a) Some A-level students ________________________________________________________ 
 b) Transport for London and British Airways __________________________________________ 
 
 5 Say what the following words refer to. 
 a) it (l. 3) ___________________________________________________________________ 
 b) why (l. 11) ________________________________________________________________ 
 c) which (l. 15) _______________________________________________________________ 
 
 6 Find in the text synonyms for these words. 
 a) following _________________________________________________________________ 
 b) awaited __________________________________________________________________ 
 c) hierarchy _________________________________________________________________ 
 
 7 The Zero Article is used in this extract from the text “(…) in higher education (…)” because we are talking 
about: 
 
 a) a plural abstract noun used in a general sense. 
 b) an uncountable abstract noun used in a general sense. 
 c) a countable singular noun. 
 
 
 
ACTIVITY C 
Imagine your best friend doesn’t want to go to University. Write an email to 
him/her stating the advantages and disadvantages of such decision. 
Write between 150 and 220 words. 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
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PROGRESS TESTS 181 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 6 
1. 
 
 
N3 
Completa o texto com 5 ou 6 palavras 
corret as. Pode fazê-lo com incorreç ões 
de grafia não impeditivas da 
compreensão. 
Chave: a) essays; b) rogue; c) lectures; 
d) degree; e) trips;f) applying 
15 
N2 10 
 
 
N1 
Completa o texto com apenas 1 ou 2 
palavras corretas. Pode fazê-lo com 
incorreções de grafia não impeditivas 
da compreensã o. Erra ou omite as 
restantes palavras. 
5 
2. 
 
N3 
Indica 2 razões. Escreve com correção 
linguística. Respeita os limites de 
palavras indicados. 
Ex.: Learn more about a specific 
subject; get a well-paid job afterwards. 
10 
N2 7 
 
 
N1 
Indica 1 razão. Escreve com incorreções 
linguíst icas não impeditivas da 
compreensão. Pode não respeit ar os 
limites de palavras indicados . 
4 
3. 
 
 
 
 
 
 
 
 
 
 
N3 
Reescreve corretament e as 3 frases 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impeditivas da compree nsã o. 
Chave: 
a) Little do teachers know of what goes 
on inside teenagers’ minds. 
(gramaticalmente não é igual à frase 
 “Little did we know that…”, mas segue 
a mesma regra de ‘SV inversion’.)/L ittle 
of what goes on inside teenagers minds 
is known to teachers. 
b) It is certain things will change in the 
next couple of years. 
c) Not until I consulted the official 
numbers, could I know how many 
undergraduate students there were in 
the UK. 
d) He left university to get a job. 
e) Ann’s parents worked hard so that 
she could continue her studies . 
15 
N2 10 
 
 
 
N1 
Reescreve corretam ent e apenas 1 frase 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação não 
impeditivas da compreensão. Erra ou 
omite as restantes frases. 
5 
ATIVIDADE B 
1. 
 
 
 
N3 
Explica a razão, de acordo com o texto. 
Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: The rise in tuition fees has 
discouraged some students in England 
from pursuing higher education. There 
were 10% less applicants in the 
previous year. 
10 
 
 N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
2. 
 
 
N3 
Explica o que mudou, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: Although there were 10% less 
applicants last year, the numbers have 
recovered since then. 
10 
N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
3. 
 
 
 
 
 
N3 
Completa a tabela com 6 informações 
do texto. Pode escrever com 
incorreções linguísticas não impeditivas 
da compreensão. Escreve em forma de 
nota, não incluindo informação 
irrelevant e ou incluindo informaçã o 
apenas numa nota. 
Ex.: 1. a) a "waste of time"; b) high fees; 
c) fed up with studying; d) want to work; 
e) low A – level grades 
2. a) traditional professions; b) business 
venture; c) apprenticeships; d) public 
services; e) skilled trades 
20 
N2 10 
 
 
 
 
 
 
 
 
 
 
N1 
Completa a tabela com apenas 2 
informações do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensão. Escreve 
em forma de nota, não incluindo 
informação irrelevant e. Erra ou omite 
as restantes informações . 
OU 
Completa a tabela com apenas 3 ou 4 
informações do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensão. Não 
escreve em forma de nota. Erra ou 
omite as restantes informações. 
OU 
Completa a tabela com apenas 3 ou 4 
informações do texto. Escreve em 
forma de nota, incluindo informação 
irrelevant e em uma ou duas notas. Erra 
ou omite a(s) restante(s) informação/ 
informações . 
5 
4. 
 
 
 
N3 
Completa as 2 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Ex.: a) are in danger of not getting a 
university place. 
b) are two organizations offering 
apprenticeships. 
10 
N2 7 
 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Erra ou omite a outra frase. 
4 
 
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182 MO DULE 3 – THE WORLD OF WORK 
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5. 
 
 
 
 
N3 
Identifica corretam ent e os 3 referentes, 
como indicado na chave. Pode escrever 
com incorreções de grafia não 
impeditivas da compree nsã o. 
Chave: 
a) three years at university may be a 
“waste of time” 
b)(other) reasons 
c) (may have) missed your expected 
grades 
10 
N2 7 
 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Pode escrever com incorreções de 
grafia não impeditivas da compreensão. 
Erra ou omite os restantes referentes. 
4 
6. 
 
 
N3 
Identifica os sinónimos adequados para 
as 3 palavras. 
Ex.: 
a) pursuing 
b) expected 
c) ladder 
10 
N2 10 
 
N1 
Identifica o sinónimo apenas para 1 
palavra. Erra ou omite as restantes 
palavras. 
5 
7. 
N1 
Escolhe a opção correta. 
Chave: b) 
10 
 
ATIVIDADE C 
 C om pe tê n ci a pragm áti c a 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
respeit ando as instruções dadas, 
fornecendo pormenores e destacando 
aspetos relevantes. 
Utiliza, com eficácia, mecanismos de 
coesão e articula as ideias de forma 
adequada num texto organizado, claro 
e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
 
N3 
Escreve um texto simples, respeitando 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza, com alguma eficácia, 
conect ores, articulando as ideias num 
texto coeso embora ainda constit uído 
por uma sequência linear de 
informações . 
Pode não respeit ar os limites de 
palavras indicados. 
30 
N2 20 
 
 
 
 
N1 
Escreve um texto simples, abordando o 
tema de forma genéric a e recorre ndo a 
repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ente o texto. 
Pode não respeit ar os limites de 
palavras indicados. 
10 
 C om pe tê n cia l in gu í s ti ca* 
 
 
 
 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
utilizando recursos linguíst icos 
adequad os que lhe permit em transmit ir 
a informação de forma precisa. Pode 
ainda revelar alguma influência da 
língua materna. 
Utiliza vocabulário variado e adequa do 
para se exprimir, podendo suprir 
algumas lacunas com a ajuda de 
circunlocuções. Revela, geralm ent e, 
bom domínio do vocabulário. 
Pode ocorrer alguma confusão e 
escolha incorret a de palavras. 
Revela, geralm ent e, bom domínio das 
estruturas e formas gramatic ais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a influência 
da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. 
Revela bom domínio do vocabulário 
eleme ntar, comet endo erros graves 
apenas quando exprime um 
pensament o mais complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizandopadrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
*A competência linguística só será avaliada se o aluno tiver 
tratado o tema proposto, situando-se o seu texto, pelo menos, 
no nível 1 da competência pragmática. 
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PROGRESS TESTS 183 
INFORMAÇÃO – TESTE 7 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
Ativ. 
 
Componentes 
 
Competências 
Tipologia 
de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Lé xico-se m ân ti c a : 
 
The world of work 
 
 
 
M orfoss i n tá ti c a: 
 
 
The passive 
The passive: 
impersonal 
constructions 
C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência funcional 
 
C om pe tê n cia sociol in gu í s ti ca 
ITENS DE 
SELEÇÃO 
 
• complet am e nt o 
• associaç ão / 
correspondência 
• transforma ção 
 
 
 
 
 
 
 
 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
C om pe tê n cia sociol in gu í s ti ca 
6 80 pontos 
C C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
 
 
PROGRESS TEST 
7 
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184 MO DULE 3 – THE WORLD OF WORK 
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ACTIVITY A 
1 Choose from the list below (A to F) two reasons you find important to stop 
child labour. Justify your choices in a total of 30-40 words. 
a) children need time to play 
b) it is against the law 
c) no one should be forced to work 
d) no child should be deprived of an education 
e) they are not physically/mentally apt to perform the tasks yet 
f) all children should have the same opportunities and rights when growing up 
 
 
2 Complete the following text with the words from the box. 
Use each word only once. 
 
 
• retail • legal • against • commercial • proportion • manufacturing 
 
 
Did you know… 
… sub-Saharan Africa has the largest a) _______________________ of working children, 
around 69 million? 
… most children work in the informal sector (e.g. in homes or on the streets) without any 
b) _____________________ protection? 
… 69% work in agriculture, c) _____________________ hunting and fishing or forestry? 
… 9% work in d) _____________________? 
… 8% in wholesale and e) _____________________ trade, restaurants and hotels? 
… June 12th is the World Day f) _____________________ Child Labour? 
http://www.unicef.org.nz/page/138/Factsaboutchildlabour.html (abridged) 
 
 
3 Rewrite the sentences below using the words given in brackets and without 
changing their meaning. 
a) They considered this fair trade jacket as fashionable as the other one. (This) 
b) People say that the new campaign is not effective. (It) 
c) Everyone expects me to resign from the manager position. (It) 
PROGRESS TEST 7 
Name: _______________________________________________ No. _____ Class: _______ 
Date: ____/____/____ Mark: ____________________ Teacher: ________________________ 
The final task you are expected to complete is 
to write a comment on a quotation about child labour. 
Activities A and B will provide you with input for Activity C. 
10 
15 
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PROGRESS TESTS 185 
 
 
ACTIVITY B 
 Read the following text. 
 
 
 
This collection contains true stories of child labourers. They were 
developed from interviews undertaken by the International Centre 
on Child Labour and Education with children and teenagers during 
the Children's World Congress. 
 
Rebecca, 16, Peru 
When Rebecca was 7 years old, she started dressing up like a boy to wash cars with her older brother in the 
streets. She worked ten hours a day, from 8 a.m. to 6 p.m., for $1.50 US dollars a day instead of going to 
school. 
When she was 9 years old, a nun found Rebecca on the street. She brought her and her two sisters to live in a 
house with other children and nuns. 
Now, Rebecca is fine, but she is sad for some of her girl friends, who are still working on the streets. She is 
enrolled in eighth grade. She wonders why she received help to leave the streets and resume school, while 
her friends are still working there. She dreams of someday being able to help other street girls. 
 
Samsur, 13, India 
Samsur started working with his friends as a rag (garbage) picker when he was ten years old because his 
parents and all his neighbours and friends were rag pickers. He still has a scar on his foot from stepping on a 
piece of broken glass while collecting garbage. During his work as a rag-picker, Samsur was addicted to 
gutka (tobacco) and sometimes used to smoke cigarettes. 
One day, Samsur’s father met an activist from the South Asian Coalition on Child Servitude. 
The meeting was an eye-opener for his father, who realized his responsibility to send Samsur to school. 
“Child labour doesn’t work, children need a proper education” he said. 
Now, Samsur lives at the Bal Ashram in Jaipur District with other children who have been withdrawn from 
work and are receiving educational and vocational training. 
 
Lilibeth, 18, Philippines 
When she was 14 years old, Lilibeth went to Davao city to work as a child domestic worker. 
She had no formal training for this job. The chores she had learned at home in her province were different 
from those she was expected to do in the city. 
When she was working, Lilibeth was unaware of workers’ rights. She had no knowledge of written 
employment contracts between homeowners and household help that made expectations clear at the 
beginning of the hiring process. 
Lilibeth believes that the best way to help child labourers is to make both children and parents aware of the 
isadvantages of child labour, and to empower children. Importantly, all institutions and groups concerned 
(e.g., NGOs, government agencies, etc.) should work together to prevent children from entering the work 
force and to rescue children from child labour. 
 
http://www.knowchildlabor.org/true_stories/child_labor_interviews.php 
(abridged and slightly adapted) 
 
 
 
 
5 
10 
15 
20 
25 
30 
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186 MO DULE 3 – THE WORLD OF WORK 
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1 According to what you have read, briefly explain why child labour doesn’t 
work. 
 
2 What do these three teenagers have in common? 
 
3 Complete the following sentences using information from the text. 
a) Although Rebecca is fine now, _____________________________________________. 
b) Samsur’s father eventually________________________________________________. 
c) According to Lilibeth, the best way to help child labourers _________________________. 
 
4 Say what the following words refer to. 
a) they (l. 1) _____________________________________________________________ 
b) who (l. 11) _____________________________________________________________ 
c) that (l. 29) _____________________________________________________________ 
 
5 Find synonyms for these words in the last five paragraphs of the text. 
a) epiphany _____________________________________________________________ 
b) employing _____________________________________________________________ 
c) save _________________________________________________________________ 
 
6 Complete the following sentences with the correct form of the verbs in 
brackets. 
a) UNICEF __________ (bring) to life in December 1946. 
b) In 1990 the Convention on the Rights of the Child __________ (adopt). 
c) UNICEF __________ (commit) to ensuring special protection for the most 
 disadvantaged children. 
d) UNICEF __________ (trust) as one of the most efficient non-profit organisations 
 in the world. 
e) UNICEF __________ (manage) by the United Nations General Assembly for over 
 60 years. 
f) To date, over 1.9 million young people __________ (vaccinate) against measles, 
 tetanus and other diseases. 
g) Last year 720,000 children __________ (provide) with pencils, books and 
 uniforms. 
 
 
ACTIVITY C 
Comment on this quotation about child labour “Small hands can handle a pen 
better than a brick.”. 
Write between 150 and 220 words. 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
 
10 
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15 
15 
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PROGRESS TESTS 187 
 
 
 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 7 
ATIVIDADE A 
1. 
 
 
 
N3 
Indica 2 aspetos e justifica. Escreve 
com incorreções linguísticas não 
impeditivas da compreensão. Respeita 
os limites de palavras indicados . 
Ex.: a) children need time to play; d) 
no child… I believ e that it is 
important for every child to have a 
proper childhood and be able to play 
and go to school like everyone else. 
10 
N2 7 
 
 
N1 
Indica 1 aspeto. Escreve com 
incorreções linguísticas não impeditivas 
da compreensã o. Pode não respeitar os 
limites de palavras indicados . 
4 
2. 
 
 
N3 
Completa o texto com 5 ou 6 palavras 
corret as. Pode fazê-lo com incorreç ões 
de grafia não impeditivas da 
compreensão. 
Chave: 
a) proportion; b) legal; c) commercial 
d) manufactur ing; e) retail; f) agains t 
15 
N2 10 
 
 
N1 
Completa o texto com apenas 1 ou 2 
palavras corretas. Pode fazê-lo com 
incorreções de grafia não impeditivas 
da compreensã o. Erra ou omite as 
restantes palavras. 
5 
3. 
 
 
 
 
 
N3 
Reescreve corretament e as 3 frases 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impeditivas da compree nsã o. 
Chave: 
a) This fair trade jacket was considered 
as fashionable as the other one. 
b) It is said that the new campaign is 
not effective. 
c) It is expected that I resign from the 
manager position. 
15 
N2 10 
 
 
 
N1 
Reescreve corretam ent e apenas 1 frase 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impeditivas da compreensão. Erra 
ou omite as restantes frases. 
5 
ATIVIDADE B 
1. 
 
 
N3 
Explica as razões, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: It doesn’t work because children 
need a proper education. They need to 
go to school instead of going to work. 
10 
N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
 
2. 
 
 
 
N3 
Nomeia as áreas, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: They have all been rescued from 
child labour and have found a different 
direction in life/were given another 
chance. 
10 
N2 7 
 
N1 Nomeia de forma incomp leta. Erra ou 
omite informação. 
4 
3. 
 
 
 
 
 
 
N3 
Completa as 3 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Ex.: 
a) she is sad for some of her girl 
friends, who are still working on the 
streets. 
b) realised his responsibility to send 
Samsur to school. 
c) is to make both children and parents 
aware of the disadv antages of child 
labour, and to empower children. 
15 
N2 10 
 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Erra ou omite as outras frases. 
5 
4. 
 
 
 
 
N3 
Identifica corretam ent e os 3 referentes, 
como indicado na chave. Pode escrever 
com incorreções de grafia não 
impeditivas da compree nsã o. 
Chave: 
a) true stories (of child labourers) 
b) (some of her) girl friends 
c) written employment contracts 
(between homeowners and household 
help) 
15 
N2 10 
 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Pode escrever com incorreções de 
grafia não impeditivas da compreensão. 
Erra ou omite os restantes referentes. 
5 
5. 
 
 
N3 
Identifica os sinónimos adequados para 
as 3 palavras. 
Chave: 
a) eye-opener 
b) hiring 
c) rescue 
15 
N2 10 
 
N1 
Identifica o sinónimo apenas para 1 
palavra. Erra ou omite as restantes 
palavras. 
5 
 
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188 MO DULE 3 – THE WORLD OF WORK 
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6. 
 
 
 
 
 
N1 
Complet a 6 ou 7 espaços. Pode 
escrever com incorreções de grafia que 
não impliquem competência gramat ical. 
Ex.: 
a) was brought 
b) was adopted 
c) is committed 
d) is trusted 
e) has been managed 
f) have been vaccinated 
g) were provided 
15 
N2 10 
 
N1 
Complet a apenas 1 ou 2 espaços com 
correção linguística. Erra ou omite as 
outras frases. 
5 
ATIVIDADE C 
1. Competênci a pragmáti ca 
 
 
 
 
 
N5 
Escreve um coment ário, respeitando as 
instruções dadas, fornecendo 
pormenores e destacando aspetos 
relevantes. 
Utiliza, com eficácia, mecanismos de 
coesão e articula as ideias de forma 
adequada num texto organizado, claro 
e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
 
N3 
Escreve um comentário simples, 
respeitan do as instruções dadas e 
destacando alguns aspetos relevantes. 
Utiliza, com alguma eficácia, 
conect ores, articulando as ideias num 
texto coeso embora ainda constituído 
por uma sequência linear de 
informações . 
Pode não respeit ar os limites de 
palavras indicados . 
30 
N2 20 
 
 
 
 
N1 
Escreve um comentário simples, 
abordando o tema de forma genérica e 
recorrendo a repetições e pormenores 
pouco relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ent e o texto. 
Pode não respeit ar os limites de 
palavras indicados . 
10 
 
 C om pe tê n cia l in gu í s ti ca* 
 
 
 
 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
utilizando recursos linguíst icos 
adequad os que lhe permit em transmit ir 
a informação de forma precisa. Pode 
ainda revelar alguma influência da 
língua materna. 
Utiliza vocabulário variado e adequa do 
para se exprimir, podendo supriralgumas lacunas com a ajuda de 
circunlocuções. Revela, geralm ent e, 
bom domínio do vocabulário. 
Pode ocorrer alguma confusão e 
escolha incorret a de palavras. 
Revela, geralm ent e, bom domínio das 
estruturas e formas gramatic ais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a 
influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. 
Revela bom domínio do vocabulário 
eleme ntar, comet endo erros graves 
apenas quando exprime um 
pensament o mais complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
*A competência linguística só será avaliada se o aluno tiver 
tratado o tema proposto, situando-se o seu texto, pelo menos, no 
nível 1 da competência pragmática. 
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PROGRESS TESTS 189 
INFORMAÇÃO – TESTE 8 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
Ativ. 
 
Componentes 
 
Competências Tipologia 
de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Léxico-semântica: 
 
The world of work 
 
 
 
Morfossi ntática: 
 
Phrasal verbs 
Prepositional verbs 
 
Modal verbs 
Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência funcional 
 
Competência 
sociolinguística 
ITENS DE 
SELEÇÃO 
 
• complet am e nto 
• associaç ão / 
correspondência 
• transforma ção 
 
 
 
 
 
 
 
 
ITENS DE 
CONS T R UÇÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
Competência 
sociolinguística 
6 80 pontos 
C Competência linguística 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semântic a 
• comp et ência ortográfica 
 
Competênci a pragmáti ca 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
CONS T R UÇÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
 
PROGRESS TEST 
8 
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190 MO DULE 3 – THE WORLD OF WORK 
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ACTIVITY A 
1 Complete the following text with the words from the box. 
Use each word only once. 
 
 
• co-workers • compromise • support • culture • morale • supervisor 
 
 
 
Open communication is important for team building and increasing a) ____________. 
If you are a b) ______________________ or director, it is your responsibility to establish an office 
c) ______________________ in which employees feel comfortable expressing themselves. The 
work environment requires that d) ______________________ work together as a team. 
 e) ______________________ involves each party getting something that he or she wants so that 
everyone wins. Cultivating relationships with your co-workers can improve work relations and 
improve your f) ______________________ system at work. 
http://www.wikihow.com/Develop-Positive-Work-Relationship 
(abridged) 
2 Do you have healthy relationships with your co-workers/classmates? Give two reasons for your 
answer. 
Write a total of 30-40 words. 
 
 
3 Complete the sentences with the prepositions about, back, out, up or with. 
Reaching a) ___________ to your colleagues can make your work environment a much nicer place. 
To win friends at work, start b) ___________ good office etiquette. You don’t want anyone talking 
c) ___________ you behind your back, right? So return the favour. When a co-worker sidles d) 
___________ to you bearing a juicy titbit of gossip, simply reply, “Really?”, bring 
 e) ___________ a new topic or get f) ___________ to work. 
 
http://www.rd.com/advice/relationships/develop-good-coworker-relations/#ixzz2hVpYWEhJ 
(abridged and slightly adapted)
PROGRESS TEST 8 
Name: _______________________________________________ No. _____ Class: _______ 
Date: ____/____/____ Mark: ____________________ Teacher: _______________________ 
The final task you are expected to complete is 
to write for an advice column, giving advice about how to deal with co-workers. 
Activities A and B will provide you with input for Activity C. 
15 
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PROGRESS TESTS 191 
 
 
ACTIVITY B 
Read the following text. 
 
 
She’s/He’s talented, just not very good at dealing with co-workers. It would be a shame if that were 
being said about someone in your organization and they were never made aware of it. It might be even 
worse if it was being said about you. Ouch! Maybe this isn’t a problem you have personally, but this 
is definitely one example of the types of unaddressed and unresolved issues floating through the halls 
of your company right now. 
Let’s face it, humans have a hard time giving other humans honest, insightful feedback. 
Why? Are we scared of coming across as being short or rude? Are we afraid we’ll be considered 
know-it-alls or worried that if we give feedback we’ll be opening ourselves up for scrutiny or personal 
attack? Maybe we’re just completely scared of losing our jobs. 
Understandable, those are real concerns we have to acknowledge. But we also have to be 
committed to creating resolution. If people don’t start speaking up about the things that matter…the 
things that will help move the entire organization forward, before long it won’t be an organization 
worth working for. Fear of conflict and confrontation is like a silent cancer that slowly eats away at 
the integrity of organizations until the reality of the impact is made visible 
to everyone, including vendors, clients, customers and shareholders. 
What if everyone began to have open and honest discussions with trust and a true desire to help 
one another, the team, the clients and the company – what would happen? Do we provide a safe 
environment? Do we walk the talk and really believe in talent development? Is it easier to talk about a 
problem, an executive, a team member when they aren’t around instead of head on while the topic is 
relevant? What do you do when you are committed to the organization, but feel like you need a 
sounding board to help you prepare to share effectively? 
A solution could be a guided self-reflection. Confidential and guided self-reflection provides 
unbiased observations and opportunities with focus, timely responses, both positive and ratified 
solutions; removing the impression and feeling that conflict and confrontation are dirty words. 
http://ireport.cnn.com/docs/DOC-1036079 (abridged and slightly adapted) 
 
1 In about 50 words, discuss one of the possible reasons stated in the text for 
not giving honest feedback at the workplace. 
2 Complete thetable below with information on self-reflection taken from the text. 
 
 
 
 
Self-reflection 
allows… stops… 
a) 
 
d) b) 
c) 
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10 
15 
20 
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3 Say what the following words refer to. 
a) it (l. 3) ________________________________________________________________ 
b) it (l. 6) ________________________________________________________________ 
c) that (l. 11) _____________________________________________________________ 
 
4 Explain the meaning of the following expressions in the text. 
a) “Ouch!” (l. 3) ___________________________________________________________ 
b) “Let’s face it” (l. 6) _______________________________________________________ 
c) “know-it-alls” (l. 8) _______________________________________________________ 
 
5 Complete the following sentences using information from the text. 
a) One of people’s difficulties is to ____________________________________________. 
b) In an organization worth working for _________________________________________. 
c) Guided self-reflection could be a solution for when _______________________________. 
 
6 Rewrite the sentences below replacing the underlined words and without 
 changing the meaning of the sentences. Make the necessary transformations. 
 Use modal verbs. 
a) They will have to send all the documentation soon. 
b) Do you want me to do that for you? 
c) There’s a strong probability of my getting the advertised job. 
d) We are to add four new employees next month. 
e) She certainly is a very reliable co-worker. 
f) You are always to knock before opening the office door. 
 
 
 
ACTIVITY C 
Imagine you write for a magazine column. Give advice to someone who is not 
very good at dealing with co-workers. 
Write between 150 and 220 words. 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
 
 
 
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PROGRESS TESTS 193 
 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 8 
 
ATIVIDADE A 
1. 
 
 
 
N3 
Completa o texto com 5 ou 6 palavras 
corret as. Pode fazê-lo com incorreç ões 
de grafia não impeditivas da 
compreensão. 
Chave: 
a) morale; b) supervisor; c) culture; 
d) co-workers; e) Compromise; 
f) support 
15 
N2 10 
 
 
N1 
Completa o texto com apenas 1 ou 2 
palavras corretas. Pode fazê-lo com 
incorreções de grafia não impeditivas 
da compreensã o. Erra ou omite as 
restantes palavras. 
5 
2. 
 
 
 
N3 
Indica 2 razões. Escreve com correção 
linguística. Respeita os limites de 
palavras indicados. 
Ex.: 
I always find support from my 
co-work ers /classmates when there’s a 
problem. My co-workers /classmates 
cover up for me when I get into trouble. 
10 
N2 7 
 
 
N1 
Dá apenas 1 razão. Escreve com 
incorreções linguísticas não impeditivas 
da compreensã o. Pode não respeitar os 
limites de palavras indicados . 
4 
3. 
 
 
 
 
N3 
Complet a 5 ou 6 espaços. 
Chave: 
a) out 
b) with 
c) about 
d) up 
e) up 
f) back 
15 
N2 10 
 
N1 Complet a apenas 1 ou 2 espaços. Erra 
ou omite os restantes. 
5 
 
ATIVIDADE B 
1. 
 
 
 
 
 
 
N3 
Responde à pergunt a, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: “Maybe we’re just completely 
scared of losing our jobs.” 
Many employees either lie or avoid 
giving feedback at work because they 
may be putting their own jobs at risk 
while doing so. A too hones t comment 
on someone’s work can start a thread 
of hate and lead to job loss, for 
example. It can also show resentfulness 
or even difficulty at accepting a 
different point of view. 
10 
N2 7 
 
N1 Responde de forma incomplet a. Erra ou 
omite informação. 
4 
 
2. 
 
 
 
 
 
 
N3 
Completa a tabela com 4 informações 
do texto. Pode escrever com 
incorreções linguísticas não impeditivas 
da compreensã o. Não inclui informação 
irrelevant e ou inclui informação 
irrelevant e apenas num espaço. 
Chave: 
a) unbiased observations and 
opportunities with focus 
b) timely responses 
c) both positiv e and ratified solutions 
d) conflict and confrontation being seen 
as dirty words 
15 
N2 10 
 
 
 
 
 
 
N1 
Completa a tabela com apenas 1 ou 2 
informações do texto. Pode escrever 
com incorreções linguísticas não 
impeditivas da compreensã o. Não inclui 
informação irrelevant e. Erra ou omite 
as restantes informações . 
OU 
Completa a tabela com apenas 2 ou 3 
informações do texto. Pode escrever 
com incorreções linguíst icas não 
impeditivas da compreensão. Erra ou 
omite as restantes informações. 
5 
3. 
 
 
 
 
N3 
Identifica corretam ent e os 3 referentes, 
como indicado na chave. 
Ex.: 
a) “She’s/He’s talented, just not very 
good at dealing with co-workers.” 
b) humans have a hard time giving 
other humans honest, insightful 
feedback 
c) the things 
10 
N2 7 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Erra ou omite os restantes referentes. 
4 
4. 
 
 
 
 
N3 
Explica o significado das 3 expressões 
com palavras suas. Pode escrever com 
incorreções de grafia não impeditivas 
da compreensão. 
Ex.: 
a) to express sudden pain 
b) to introduce something that is 
unpleasant but true 
c) people who behav e as if they know 
everything 
15 
N2 10 
 
 
N1 
Explica o significado de 1 expressão. 
Pode escrever com incorreções de 
grafia não impeditivas da compreensão. 
Erra ou omite as outras expressões . 
5 
 
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5. 
 
 
 
 
 
N3 
Completa as 3 frases com correçã o 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Ex.: 
a) give each other honest, insightful 
feedback . 
b) people speak up about the things 
that matter. 
c) you need a sounding board to help 
you prepare to share effectiv ely. 
15 
N2 10 
 
 
 
N1 
Complet a apenas 1 frase com correção 
linguística e de acordo com a 
informação do texto. Pode escrever 
com incorreções de grafia que não 
impliquem competência gramatical. 
Erra ou omite as outras frases. 
5 
6. 
 
 
 
 
 
 
 
 
N3 
Reescreve corretam ent e 5 ou 6 frases 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impeditivas da compreensão. 
Chave: 
a) They must send all the 
documentation soon. 
b) Shall I do that for you? 
c) I must be getting the advertised job. 
d) We will add four new employees next 
month. 
e) She must be a very reliable 
co-worker. 
f) You must knock before opening the 
office door. 
15 
N2 10 
 
 
 
N1 
Reescreve corretam ent e apenas 1 ou 2 
frases respeitando os constrangimentos 
impostos. Pode escrever com 
incorreções de grafia e de pontuação 
não impedit ivas da compreensão. Erra 
ou omite as restantes frases. 
5 
ATIVIDADE C 
 C om pe tê n ci a pragm áti c a 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
respeit ando as instruções dadas, 
fornecendo pormenores e destacando 
aspetos relevantes. 
Utiliza, com eficácia, mecanismos de 
coesão e articula as ideias de forma 
adequada num texto organizado, claro 
e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
 
N3 
Escreve um texto simples, respeitando 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza, com alguma eficácia, 
conect ores, articulando as ideias num 
texto coeso embora ainda constit uído 
por uma sequência linear de 
informações . 
Pode não respeit ar os limites de 
palavras indicados. 
30 
 
 N2 20 
 
 
 
 
N1 
Escreve um texto simples, abordando o 
tema de forma genéric a e recorre ndo a 
repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ente o texto. 
Pode não respeit ar os limites de 
palavras indicados. 
10 
 C om pe tê n cia l in gu í s ti ca* 
 
 
 
 
 
 
 
 
 
N5 
Escreve um texto bem elabora do, 
utilizando recursos linguíst icos 
adequad os que lhe permit em transmit ir 
a informação de forma precisa. Pode 
ainda revelar alguma influência da 
língua materna. 
Utiliza vocabulário variado e adequa do 
para se exprimir, podendo suprir 
algumas lacunas com a ajuda de 
circunlocuções. Revela, geralm ent e, 
bom domínio do vocabulário. 
Pode ocorrer alguma confusão e 
escolha incorret a de palavras. 
Revela, geralm ent e, bom domínio das 
estruturas e formas gramatic ais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a 
influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. 
Revela bom domínio do vocabulário 
eleme ntar, comet endo erros graves 
apenas quando exprime um 
pensament o mais complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
*A competência linguística só será avaliada se o aluno tiver 
tratado o tema proposto, situando-se o seu texto, pelo menos, 
no nível 1 da competência pragmática. 
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PROGRESS TESTS 195 
INFORMAÇÃO – TESTE 9 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
Ativ. 
 
Componentes 
 
Competências 
Tipologia 
de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Lé xico-se m ân ti c a : 
 
A multicultural 
world 
 
 
 
M orfoss i n tá ti c a: 
 
Possess iv e case – 
the genitive 
 
Repor ted speech 
C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência funcional 
 
C om pe tê n cia sociol in gu í s ti ca 
ITENS DE 
SELEÇÃO 
 
• complet am e nt o 
• transforma ção 
• associaç ão / 
correspondência 
 
 
 
 
 
 
 
 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
C om pe tê n cia sociol in gu í s ti ca 
6 80 pontos 
C C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
 
 
PROGRESS TEST 
9 
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196 MO DULE 4 – A MULTICULTURAL WORLD 
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 ACTIVITY A 
1 Complete the following text with the words from the box. 
 Use each word only once. 
 
 
 
• foreigners 
 
• minority • inclusive 
 
• stereotypes 
• challenges • multicultural • granted • president 
 
 
Today we live in a society where a) ________________ America is generally 
considered a positive thing and diversity is sometimes taken for b) 
_________________. We have a bi-racial c) _________________ nd in the coming 
decades every single person in our country will be member of a d) _________________ 
roup. For these minorities, however, many e) _________________ remain. The glass 
ceiling is real. They are still commonly perceived through the narrow lens of cultural 
f) _________________, and in many places they are still considered 
g) _________________ in their own country. At the same time, undeniable progress has 
been made. Children today are growing up in a country that is certainly more 
 h) _________________. 
 
2 How difficult is it for a minority group to live in a multicultural society? 
Write a total of 30-40 words. 
 
3 Insert it or ’ wherever necessary. 
a) New York is the world most famous city. 
b) The minorities adaptation is frequently difficult. 
c) Paul and Sarah shop was broken into last night. 
d) The children drawings reflect their feelings. 
e) The voters choices have been changing. 
f) I’ll start a new job in two weeks time. 
PROGRESS TEST 9 
Name: _______________________________________________ No. _____ Class: _____ 
Date: ____/____/____ Mark: ____________________ Teacher: ________________________ 
The final task you are expected to complete is 
to write an essay about an English-speaking country. 
Activities A and B will provide you with input for Activity C. 
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PROGRESS TESTS 197 
ACTIVITY B 
Read the following text. 
 
The big surprise in the re-election of President Barack Obama 
was the voters who swept him to victory. Who are the ‘new 
Americans’? 
The re-election of US President Barack Obama had more 
than one surprise. He became the first president since 1936 to 
win a second term when unemployment was so high. 
But perhaps the biggest surprise was the voters who swept him into that second four-year term. 
Around 28 per cent of the Obama vote came from African-Americans and Hispanics – America’s fastest 
growing minority. 
Even more surprising is that the two ethnic groups now make up 37 per cent of the US population 
and are on track to become the majority by 2050, says the Pew Research Center. 
‘The coming political revolution could result in massive changing of the guard in nearly every level of 
government and potential culture clashes from big cities to rural towns.’ CNN says. 
Social scientists are studying the changing American social landscape, especially the growing 
affluence of African-Americansand Latinos. ‘Affluent African-Americans are leaving northern 
industrial cities for the upscale suburbs and the South, shifting traditional lines between rich and poor,’ 
said the Daily Mail in 2011. 
The study also claims that the rising black middle class hold a growing belief that the problems of 
the poor are now rooted more in personal character or cultural difficulties than race. 
Still, official figures show the average white person earns an income of about 1.7 times higher than 
that of an African-American – the widest gap since the 90s. 
When it comes to education, around 14 per cent of Latinos and 20 per cent of blacks hold a 
bachelor’s – or first – degree from universities as of 2011, compared with 31 per cent of whites and 50 
per cent of Asians. However, ‘blacks and Latinos continue to trail far behind whites, and the gap has 
widened in the last decade,’ says The New York Times. 
What the ‘new Americans’ tell the country about itself is exciting but complicated. The explosive 
growth and political activism of Latinos, for instance, many of whom are under 35, mean a battle for 
such divisive issues as immigration reform and gender and sexual equality, reports CNN: ‘Then there is 
the generations’ long fight for political gains among African-Americans, helping culminate in the re-
election of the nation’s first black president.’ 
As sociologist Clara Rodriguez says, ‘Increasing numbers of Americans are moving towards a much 
more inclusive sense of what an American is. The President, and his fabulous family and relationship 
with his wife and children – these are examples of inclusiveness.’ 
And as CNN put it the day after the election: ‘America woke up Wednesday, looked into a giant 
mirror made up of millions of votes, and saw how it has been changing for decades.’ 
Current magazine (abridged) 
 
 
1 Explain who the ‘new Americans’ are. 
 
 
 
2 Say what the following numbers refer to. 
a) 37% 
b) 1.7 
c) 20% 
 
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15 
20 
25 
30 
35 
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3 Complete the following sentences using information from the text. 
a) Barack Obama was re-elected with the votes ________________________________ 
b) There will be big political changes since ____________________________________ 
c) White people continue __________________________________________________ 
d) The American President is an example of ___________________________________ 
 
4 Say what the following words refer to. 
a) who (l. 2) ______________________________________________________ 
b) two (l. 10) ______________________________________________________ 
c) that (l. 18) ______________________________________________________ 
 
5 Explain the expressions. 
a) ‘swept him to victory’ (l. 2) _________________________________________ 
b) ‘massive changing of the guard’ (l. 12) _________________________________ 
c) ‘growing affluence’ (ll. 14-15) __________________________________________ 
 
6 Report the following. 
a) ‘Blacks and Latinos continue to trail far behind whites, and the gap has widened 
in the last decade’. 
The New York Times said __________________________________________________ 
b) ‘Who are the new Americans?’ 
He asked ________________________________________________________________ 
c) ‘Vote for Obama and you will see some changes’. 
He told me _______________________________________________________________ 
d) ‘We know that there is going to be a political revolution in our society.’ 
They admitted ___________________________________________________________ 
e) ‘Have you participated in this campaign?’ 
The journalist asked him __________________________________________________ 
 
 
ACTIVITY C 
You have been given a scholarship to study in an English-speaking country. 
Write an essay saying which country you would choose and why. 
Write between 150 and 200 words. 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
 
 
 
 
 
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PROGRESS TESTS 199 
 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 9 
 
ATIVIDADE A 
1. 
 
 
 
 
N3 
Co mp le ta o texto com 7 ou 8 
p alav ras co rretas. 
Chave: a) mu lticu ltu ra l 
b) g ra n ted 
c) p resid en t 
d) min o rity 
e) ch a llen g es 
f) stereotypes 
g) fo re ig n ers 
h) in c lu sive 
15 
N2 10 
 
N1 Co mp le ta o texto com apenas 2 ou 3 
p alav ras co rretas. 
5 
2. 
 
 
 
N3 
Explica a(s) razão(ões). Escreve com 
correção linguíst ica. Respeita os limites 
de palavras indicados. 
Ex.: Minorities may find it difficult to be 
accepted by society, because they 
have different cultures and habits and 
very often different physical aspect. 
They may suffer from discrimination 
and intolerance. 
10 
N2 7 
 
 
N1 
Indica a razão. Escreve com incorreções 
linguíst icas não impeditivas da 
compreensão. Pode não respeit ar os 
limites de palavras indicados . 
4 
3. 
 
 
 
 
 
 
N3 
Reescreve corretament e as 4 frases 
respeit ando os constrangim entos 
impostos. 
Chave: a) New York is the world’s most 
famous city. 
b) The minorities’ adaptation is 
frequently difficult. 
c) Paul and Sarah’s shop was broken 
into last night. 
d) The children’s drawings reflect their 
feelings. 
e) The voters’ choices have been 
changing. 
f) I’ll start a new job in two weeks’ time. 
15 
N2 10 
 
 
N1 
Reescreve corretam ent e apenas 1 frase 
respeit ando os constrangim entos 
impostos. Erra ou omite as restantes 
frases. 
5 
 
ATIVIDADE B 
1. 
 
 
 
N3 
Explica quem são, de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: The ‘new Americans’ are the 
African-American and Hispanic groups, 
who have been increasing 
considerably. 
10 
N2 7 
 
N1 Explica de forma incomplet a. Erra ou 
omite informação. 
4 
2. 
 
 
 
 
N3 
Indica aquilo a que os 3 números se 
referem. 
Chave: a) the total of African-Americans 
and Hispanics 
b) the average income of a white 
person in relation to that of an 
African-American 
c) percentage of blacks holding a 
bachelor ’s – or first – degree from 
universities as of (in) 2011. 
15 
N2 10 
 
N1 Indica apenas aquilo a que 1 número 
se refere. 
5 
3. 
 
 
 
N3 
Completa as 4 frases de acordo com o 
texto. Pode escrever com incorreções 
linguíst icas não impeditivas da 
compreensão. 
Ex.: a) … of the two growing minorities. 
b) … these two minorities will become 
the majority by 2050. 
c) … to live on higher incomes. 
d) … inclusiveness. 
15 
N2 10 
 
N1 Complet a apenas 1 frase de acordo 
com o texto. 
5 
4. 
 
N3 
Identifica corretam ent e os 3 referentes, 
como indicado na chave. 
Chave: a) the voters 
b) African-Americans and Hispanics 
c) a growing belief 
10 
N2 7 
 
N1 
Identifica corretamente apenas 1 dos 
referent es, como indicado na chave. 
Erra ou omite os restantes referentes. 
4 
5. 
 
 
 
N3 
Explica o significado das 3 expressões 
com palavras suas. Pode escrever com 
incorreções de grafia não impeditivas 
da compreensão. 
Ex.: a) pushed him to win the election; 
b) the replacement of people in; 
important positions; 
c) greater wealth 
15 
N2 10 
 
 
N1 
Explica o significado de 1 expressão. 
Pode escrever com incorreções de 
grafianão impeditivas da compreensão. 
Erra ou omite as outras expressões . 
5 
6. 
 
 
 
 
 
 
 
N3 
Reescreve corretament e as 5 frases 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia que não 
impliquem competência gramatic al. 
Chave: a) The New York Times said that 
blacks and Latinos continued to trail far 
behind whites, and the gap had widened 
in the previous decade. 
b) He asked who the new Americans 
were. c) He told me to vote for Obama 
and I would see some changes. 
d) They admitted they knew that there 
was going to be a political revolution in 
their society. e) The journalis t asked him 
if he had participated in that campaign. 
15 
 
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200 MO DULE 4 – A MULTICULTURAL WORLD 
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 N2 10 
 
 
 
N1 
Reescreve corretam ent e apenas 1 frase 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia que não 
impliquem competência gramatic al. 
Erra ou omite as restantes frases. 
5 
ATIVIDADE C 
 C om pe tê n ci a pragm áti c a 
 
 
 
 
 
N5 
Escreve um texto, respeit ando as 
instruções dadas, fornece ndo 
pormenores e destacando aspetos 
relevantes. 
Utiliza um número ainda limitado de 
mecanism os de coesão, mas articula as 
ideias de forma adequada num texto 
organizado, claro e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
N3 
Escreve um texto simples, respeitando 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza conectores simples, articulando 
as ideias num texto coeso embora 
ainda constituído por uma sequência 
linear de informações. 
Pode não respeit ar os limites de 
palavras indicados. 
30 
N2 20 
 
 
 
 
N1 
Escreve um texto simples, abordando o 
tema de forma genéric a e recorre ndo a 
repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ente o texto. 
Pode não respeit ar os limites de 
palavras indicados. 
10 
 
 
 
 
 
 
 
 
 
 
N5 
C om pe tê n cia l in gu í s ti ca* 
Escreve um texto razoavelment e 
elaborado, utilizando recursos 
linguísticos adequados que lhe 
permit em transmit ir a informação de 
forma precisa. Pode ainda revelar 
alguma influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir, podendo suprir algumas 
lacunas com a ajuda de circunlocuções . 
Revela geralm ent e bom domínio do 
vocabulário. Pode ocorrer alguma 
confusão e escolha incorreta de 
palavras. 
Revela geralm ent e bom domínio das 
estruturas e formas gramat ica is, não 
comet endo erros gramat icais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a influência 
da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. Revela bom domínio do 
vocabulário e pensament o mais 
complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
*A competência linguística só será avaliada se o aluno tiver 
tratado o tema proposto, situando-se o seu texto, pelo menos, 
no nível 1 da competência pragmática. 
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PROGRESS TESTS 201 
INFORMAÇÃO – TESTE 10 
A estrutura do teste sintetiza-se no quadro seguinte. 
 
 
Ativ. 
 
Componentes 
 
Competências Tipologia de itens 
Número 
de itens 
Cotação 
(em pontos) 
A Lé xico-se m ân ti c a : 
 
A multicultural 
world 
 
 
 
M orfoss i n tá ti c a: 
 
Correlative 
conjunctions 
 
I wish/if only 
 
Rephras ing 
C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência funcional 
 
C om pe tê n cia sociol in gu í s ti ca 
ITENS DE 
SELEÇÃO 
 
• complet am e nt o 
• transforma ção 
• verdadeiro/falso 
• associação/ 
correspondência 
 
 
 
 
 
 
 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta curta 
• resposta restrita 
3 40 pontos 
B C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
 
C om pe tê n cia sociol in gu í s ti ca 
5 80 pontos 
C C om pe tê n cia l in gu í s ti ca 
• comp et ência lexical 
• comp et ência gramat ical 
• comp et ência semânt ica 
• comp et ência ortográfica 
 
C om pe tê n ci a pragm áti c a 
• comp et ência discursiva 
• comp et ência funcional/ 
estratégica 
ITENS DE 
C ON S T R U Ç ÃO 
 
• resposta extensa 
1 80 pontos 
Total 200 
PROGRESS TEST 
10 
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202 MO DULE 4 – A MULTICULTURAL WORLD 
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 ACTIVITY A 
1 Complete the following sentences with the words below. 
 
 
 
 • immigrants • asylum seekers • emigrants 
 • refugees • voluntourists 
 
 
a) Many Portuguese young people have been going as ______________ to other European 
countries. 
b) Thousands of ______________ cross their country’s borders every day to flee the war. They 
want to be recognized as ______________ in order to get legal protection and material 
assistance. 
c) The authorities usually persecute illegal ______________. 
d) The people who travel abroad in their holidays to work for a charitable cause are called 
______________. 
 
 
2 Would you consider emigrating to another country? Why/Why not? 
Write a total of 30-40 words. 
 
 
3 Rewrite the sentences below using the words / expressions given in brackets 
and without changing their meaning. 
a) He hopes to be considered a refugee in order to have some rights. (wish) 
b) Immigrants have to undergo a legalization process; refugee too. (both … and) 
c) She didn’t mention her name; she didn’t mention her country of origin. (neither… nor) 
d) I would like to get a better job. (if only) 
PROGRESS TEST 10 
Name: _______________________________________________ No. _____ Class: _____ 
Date: ____/____/____ Mark: ____________________ Teacher: _____________________ 
The final task you are expected to complete 
to write an email to a friend describing your feelings as an asylum seeker 
about to be deported. 
Activities A and B will provide you with input for Activity C. 
15 
10 
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PROGRESS TESTS 203 
ACTIVITY B 
Read the following text. 
 
 
They’ve been called ‘scroungers’, ‘freeloaders’and 
‘parasites’. They’ve been blamed for everything from 
housing shortages to crime waves. Yet, in the UK alone, 
they contribute £3.7 billion to the economy every year. 
Who are they? Asylum seekers. 
Worldwide, one in 300 people have been forced from their 
homes by war, bigotry and hatred. Those who claim asylum 
often start their new lives with nothing. No family, no friends, 
no possessions. The majority are just teenagers. In fact, you 
may know someone just like them. You could even be 
friends. 
Imagine, then, how you’d feel if you suddenly discovered that they were about to be sent back ‘home’. For Artur 
and Alban, the nightmare became reality when the British Government decided that they weren’t genuine 
asylum seekers but illegal immigrants. 
 
Artur and Alban’s Story 
Artur and his brother Alban don’t like to talk about the past. Some years ago, their entire family was wiped out 
when their home in Kosovo was torn apart by a bloody civil war. 
Aged just 13 and 16, the boys began a long journey to safety which eventually led them to Britain. They arrived 
hidden in the back of a lorry. Scared, alone and barely able to speak English, the brothers were taken in by foster 
parent, Alison Graham. She now considers the boys to be ‘her sons’. The feeling is mutual, and Artur has even 
changed his surname to Graham. 
In a few short years, the brother’s lives have changed beyond all recognition. Artur, who’s 18, is studying 
engineering and hopes to join the Royal Marines. His brother Alban, 21, is taking a Business Diploma at Anglia 
University. Both boys work part time to pay for their studies. 
Artur and Alban have had to fight hard for their new lives in Britain. The past is still painful, but it’s not 
something that they think entitles them to special treatment. 
What’s important now are their new family and friends in the UK. “What happened in the past happened,” says 
Artur. “Now I work hard to live as a normal person...” 
But this all changed in 2004, when Artur and Alban learnt that Immigration Officials were planning to send 
them back to Kosovo. Under British law, unaccompanied children who arrive in the UK seeking asylum are only 
allowed to stay until they reach 18. Despite having no family to return to, and a bright future ahead of them in 
the UK, the Government insisted that there was no reason for the brothers to stay. After a series of hard fought 
appeals, Artur and Alban were deported in March 2005. The decision devastated the family. Once again, the 
brothers find themselves facing a future alone. This time in a country which is no longer their home. 
Curr e n t maga z i n e (abr i d g e d ) 
1 Decide whether the following statements are true (T) or false (F). Correct the 
false ones by quoting from the text. 
□ a) Asylum seekers haven’t been welcome in the UK. 
□ b) They often arrive with their family and friends. 
□ c) Artur and Alban left their country because of the war. 
□ d) The two brothers were considered illegal immigrants. 
□ e) They seem to have a bright future ahead of them. 
 
 
15 
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204 MO DULE 4 – A MULTICULTURAL WORLD 
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 2 Find in the introduction synonyms for the following. 
 a) held responsible _______________________________________________________ 
b) intolerance ___________________________________________________________ 
c) belongings ___________________________________________________________ 
d) true ________________________________________________________________ 
 
3 Say what the following words refer to. 
a) their (l. 8) ___________________________________________________________ 
b) which (l. 18) _________________________________________________________ 
c) her (l. 20) ___________________________________________________________ 
 
4 Answer the questions. 
a) What are the reasons for many teenagers to ask for asylum in the UK? 
b) What happened to Artur and Alban when they turned eighteen? 
c) What do you think about this situation? 
 
5 Rephrase the following sentences, starting them as suggested. Do not change 
their original meaning. 
a) Asylum seekers have been blamed for everything. 
People __________________________________________________________________ 
b) ‘Now I work hard to live as a normal person.’ 
Artur said _______________________________________________________________ 
c) Artur and Alban were determined to succeed but their dreams were shattered. 
Although ________________________________________________________________ 
d) They were born in that small village. 
That is the village ________________________________________________________ 
e) They emigrated to a European Union country and they started a new life. 
If they __________________________________________________________________ 
f) Their life was so hard that they can’t describe it. 
They had such ___________________________________________________________ 
g) In England, they had to drive on the left-hand side of the road. 
In England, they got used _________________________________________________ 
 
 
ACTIVITY C 
Imagine you are an asylum seeker who was sent back to your country. Email a 
friend narrating the situation and telling him/her about your feelings. 
Write between 150 and 200 words. 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
__________________________________________________________________________ 
 
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 10 
15 
ATIVIDADE A 
1. Completa as 5 frases com as palavras. 15 2. Identifica os sinónimos adequados para 15 
15 
15 
20 
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PROGRESS TESTS 205 
 N2 14 
 
 
 
N1 
Reescreve corretam ent e apenas 1 frase 
respeit ando os constrangim entos 
impostos. Pode escrever com 
incorreções de grafia que não 
impliquem competência gramatic al. 
Erra ou omite as restantes frases. 
8 
 
ATIVIDADE C 
 C om pe tê n ci a pragm áti c a 
 
 
 
 
 
N5 
Escreve um texto, respeit ando as 
instruções dadas, fornece ndo 
pormenores e destacando aspetos 
relevantes. 
Utiliza um número ainda limitado de 
mecanism os de coesão, mas articula as 
ideias de forma adequada num texto 
organizado, claro e coerente. 
Respeita os limites de palavras 
indicados. 
50 
N4 40 
 
 
 
 
N3 
Escreve um texto simples, respeitando 
as instruções dadas e destacando 
alguns aspetos relevantes. 
Utiliza conectores simples, articulando 
as ideias num texto coeso embora 
ainda constituído por uma sequência 
linear de informações. 
Pode não respeit ar os limites de 
palavras indicados. 
30 
N2 20 
 
 
 
 
N1 
Escreve um texto simples, abordando o 
tema de forma genéric a e recorre ndo a 
repetições e pormenores pouco 
relevantes. 
Utiliza conectores simples para ligar 
frases element ares, mas estrutura 
deficient em ente o texto. 
Pode não respeit ar os limites de 
palavras indicados. 
10 
 
 
 
 
 
 
 
 
 
 
N5 
C om pe tê n cia l in gu í s ti ca* 
Escreve um texto razoavelment e 
elaborado, utilizando recursos 
linguísticos adequados que lhe 
permit em transmit ir a informação de 
forma precisa. Pode ainda revelar 
alguma influência da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir, podendo suprir algumas 
lacunas com a ajuda de circunlocuções . 
Revela geralm ent e bom domínio do 
vocabulário.Pode ocorrer alguma 
confusão e escolha incorreta de 
palavras. 
Revela geralm ent e bom domínio das 
estruturas e formas gramat ica is, não 
comet endo erros gramat icais que 
possam causar incompree nsã o. 
A ortografia é razoavelm ent e precisa. 
A pontuação é adequada. 
30 
 N4 24 
 
 
 
 
 
 
 
 
 
 
N3 
Escreve um texto simples, utilizando 
recursos linguísticos adequados ao que 
pretende transmitir. 
Pode ainda revelar algum a influência 
da língua materna. 
Utiliza vocabulário suficient e para se 
exprimir com a ajuda de 
circunlocuções. Revela bom domínio do 
vocabulário e pensament o mais 
complexo. 
Utiliza, com correção, estruturas 
simples, não comet endo erros 
gramatic ais element ares de forma 
sistemátic a. 
A ortografia é suficient ement e precisa 
para não afetar a inteligibilidade do 
texto. 
A pontuação é adequada. 
18 
N2 12 
 
 
 
 
 
 
 
N1 
Escreve um texto simples, utilizando 
padrões frásicos elementares. 
Utiliza vocabulário element ar suficient e 
para se exprimir com a ajuda de 
circunlocuções. 
Utiliza, com correção, estruturas 
simples, mas ainda comet e alguns 
erros gramat icais element ares de forma 
sistemátic a, sem que isso impeça a 
compreensão global da mensagem. 
Revela algum conhecim ent o das 
convenções ortográficas. 
A pontuação nem sempre é adequada. 
6 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
*A competência linguística só será avaliada se o aluno tiver 
tratado o tema proposto, situando-se o seu texto, pelo menos, no 
nível 1 da competência pragmática. 
 
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206 MO DULE 2 – OUR WORLD 
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 PEAKING TEST 
MODULE 1 – Te e ns & consum e ris m 
 
1 .º MO M EN TO 
Inte rvenientes 
e tem pos 
 
De scriç ã o das ativida de s 
Professor 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Professor e 
alunos 
 
 
 
 
 
 
 
Total: 
+/– 4 minutos 
Hello. Could I just check your names, please? 
 
What’s your name? [O professor dirige-se ao aluno A.] 
 
And what’s your name? [O professor dirige-se ao aluno B.] 
 
For about four minutes, I would like you both to answer some questions so 
that I can learn a bit more about you. 
 
Please answer the questions, but do not interrupt your partner. 
 
[1. O professor usa a lista que se segue, escolhendo o número de estímulos 
adequados ao tempo. 2. As perguntas são colocadas seguindo uma linha 
vertical (entrevistando um aluno de cada vez).] 
A 
• Do you like shopping? 
• What do you spend your money on? 
• Are you a brand name person? 
• Do you think brand name products 
are worth the price? 
• What’s the role of advertis ing as far 
as consumerism is concerned? 
B 
• And what about you? Do you like 
shopping? 
• Are you a shopaholic or a smart 
consumer? 
• Why do you think some people 
need to buy without control? 
• What advice would you give them? 
• What do you understand by ethical 
shopping? 
2.º MO M EN TO 
Professor 
 
 
 
 
 
 
 
 
 
 
Professor 
 
 
 
 
 
 
 
Professor 
Cada aluno 
1 minuto 
 
Right, now each of you will have to talk on your own for about two minutes. 
You have one minute to prepare. 
You mustn’t interrupt your partner while he/she is speaking. 
Here is some paper and a pen in case you want to make some brief notes. 
Please do not write a text. 
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou 
o 1.º momento, será o aluno B a iniciar o 2.º.] 
B 
B, you’ll be first. 
[O professor entrega o material: 
Picture 1.] 
A 
Now it’s your turn, A. 
[O professor entrega o material: 
Picture 2.] 
Look at this picture. I’d like you to talk about it. There are some prompts to 
help you. 
You have a minute to prepare and then I’ll ask you to start talking. 
[O aluno prepara o seu discurso.] 
Please begin now, B. Please begin now, A . 
 
SPEAKING TEST 
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SPEAKING TESTS 207 
 
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Professor 
Cada aluno 
+/– 2 minutos 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Total: 
+/– 6 minutos 
[Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco 
conteúdo ou o aluno tenha dificuldade em começar a falar, o professor 
deverá ajudá-lo com as/algum as das seguintes perguntas: 
 
Picture 1: 
• What can you see in the picture? 
• What does it represent? 
• What are the consequenc es? 
• What do you think about that problem? 
• How can it be tackled? 
 
Picture 2: 
• What can you see in the picture? 
• What does it represent? 
• What is Buy Nothing Day? 
• Why was it created? 
• Would you like to participate? 
 
[O professor pode também ajudar o aluno a expandir o seu discurso, 
usando, por exemplo: 
• Can you give me some (more) examples/details? 
• Can you tell me more about that?] 
 
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo: 
• Remember you have to…] 
Thank you, B. Thank you, A . 
3.º MO M EN TO 
Professor 
+/– 30 segundos 
+ 
Alunos 
+/– 5 minutos 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Total: 
+/– 6 minutos 
Now I’d like you to talk to each other for about three minutes while I listen. 
You have to speak clearly and loud enough so that we can hear you both. 
One of you prefers shopping online and the other would rather go to the 
shopping centre. 
Here is a card for you. 
 
[O professor entrega o material aos dois alunos: Card 1 e Card 2] 
[Prestação dos alunos. Os alunos podem usar algum tempo para tomarem 
conhecimento do material de suporte. 
O professor poderá ainda: 
– repetir as instruções. 
– dizer, por exemplo: 
• “Could you start, please?”, caso nenhum dos alunos tome a iniciativa e 
tenham decorrido mais de 30 segundos. 
• “Remember you have to…” para lembrar os alunos da tarefa, caso se 
verifique um grande desvio ao tema. 
• “Remember you have to talk to each other.” para lembrar os alunos de que 
devem interagir um com o outro.] 
Thank you both. That is the end of your test. 
Total final: 
+/– 16 minutos 
 
FIM DA PROVA 
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208 MO DULE 2 – OUR WORLD 
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PICTURE 1 PICTURE 2 
PROMPTS: 
 • Describe the picture. 
 • Explain the message conveyed. 
 • Describe your feelings/emotions towards 
 this picture. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 PROMPTS: 
 • Describe the picture. 
 • Explain the message conveyed. 
 • Describe your feelings/emotions towards 
this picture. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
CARD 1 
You prefer shopping online. 
 
 
Mention: 
• The wide variety of products and services 
• The possibility to compare prices 
• Saving time and money 
• Shopping 24h a day 
 
 
PROMPT: You prefer shopping online. 
You talk to a friend about it. 
CARD 2 
You would rather go to the shopping centre. 
 
 
Mention: 
• Possibility to touch/taste what you are 
buying 
• Social activity 
• No shipping costs 
• Easier return/replacement 
 
PROMPT: You prefer shopping in the 
shopping centre. You talk to a friend about it. 
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SPEAKING TESTS 209 
 
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SPEAKING TEST 
 
 
 MODULE 2 – Our world 
 
 
 
 
 
 
1 .º MO M EN TO 
Inte rvenientes 
e tem pos 
 
De scriç ã o das ativida de s 
ProfessorProfessor e 
alunos 
 
 
 
 
 
 
 
Total: 
+/– 4 minutos 
Hello. Could I just check your names, please? 
 
What’s your name? [O professor dirige-se ao aluno A.] 
 
And what’s your name? [O professor dirige-se ao aluno B.] 
 
For about four minutes, I would like you both to answer some questions so 
that I can learn a bit more about you. 
Please answer the questions, but do not interrupt your partner. 
 
[1. O professor usa a lista que se segue, escolhendo o número de estímulos 
adequados ao tempo. 2. As perguntas são colocadas seguindo uma linha 
vertical (entrevistando um aluno de cada vez).] 
A 
• What environmental problems are 
there in your region? 
• What are the causes of those 
problems? 
• Has the populatio n been doing 
anything about it? 
• What could you do about it? 
• Are you optimistic or pessimis tic 
about the future of our planet? 
B 
• What do you think are the most 
serious environmental problems 
affecting our planet? 
• Why? 
• What are the consequenc es of 
those problems? 
• Name two national or international 
organisations that fight for a better 
environment. 
• What about you? What do you do 
to protect the environment? 
2.º MO M EN TO 
Professor 
 
 
 
 
 
 
 
 
 
 
Professor 
 
 
 
 
 
Professor 
Cada aluno 
1 minuto 
 
 
Professor 
Right, now each of you will have to talk on your own for about two minutes. 
You have one minute to prepare. 
You mustn’t interrupt your partner while he/she is speaking. 
Here is some paper and a pen in case you want to make some brief notes. 
Please do not write a text. 
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou 
o 1.º momento, será o aluno B a iniciar o 2.º.] 
B 
B, you’ll be first. 
[O professor entrega o material: 
Picture 1.] 
A 
Now it’s your turn, A. 
[O professor entrega o material: 
Picture 2.] 
Look at this picture. I’d like you to talk about it. There are some prompts to 
help you. 
You have a minute to prepare and then I’ll ask you to start talking. 
[O aluno prepara o seu discurso.] 
Please begin now, B. Please begin now, A . 
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210 MO DULE 2 – OUR WORLD 
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Cada aluno 
+/– 2 minutos 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Professor 
 
 
Total: 
+/– 6 minutos 
[Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco 
conteúdo ou o aluno tenha dificuldade em começar a falar, o professor deverá 
ajudá-lo com as/algum as das seguintes perguntas: 
 
Picture 1: 
• What can you see in the picture? 
• What does it represent? 
• Why do most people choose big cities to live in? 
• What are the consequenc es? 
• Would you like to live in a megac ity? 
 
Picture 2: 
• What can you see in the picture? 
• What does it represent? 
• What has man been doing to the environment? 
• What do you think about that problem? 
• How can it be tackled? 
 
[O professor pode também ajudar o aluno a expandir o seu discurso, 
usando, por exemplo: 
• Can you give me some (more) examples/details? 
• Can you tell me more about that?] 
 
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo: 
• Remember you have to… ] 
Thank you, B. Thank you, A . 
3.º MO M EN TO 
Professor 
 
 
 
 
 
 
 
 
 
 
+/– 30 segundos 
+ 
Alunos 
+/– 5 minutos 
 
 
 
 
Professor 
 
 
Total: 
+/– 6 minutos 
Now I’d like you to talk to each other for about three minutes while I listen. You 
have to speak clearly and loud enough so that we can hear you both. One of you 
belongs to an environm ental organisation. He/she tries to 
convince a friend to join. 
Here is a card for you. 
 
[O professor entrega o material aos dois alunos: Card 1 e Card 2] 
[Prestação dos alunos. Os alunos podem usar algum tempo para tomarem 
conhecimento do material de suporte. 
O professor poderá ainda: 
– repetir as instruções. 
– dizer, por exemplo: 
• “Could you start, please?”, caso nenhum dos alunos tome a iniciativa e 
tenham decorrido mais de 30 segundos. 
• “Remember you have to…” para lembrar os alunos da tarefa, caso se 
verifique um grande desvio ao tema. 
• “Remember you have to talk to each other.” para lembrar os alunos de que devem 
interagir um com o outro.] 
Thank you both. That is the end of your test. 
Total final: 
+/– 16 minutos 
 
FIM DA PROVA 
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SPEAKING TESTS 211 
 
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PICTURE 1 
 
PICTURE 2 
 
CARD 1 CARD 2 
Your have never thought about joining an 
environmental organisation. 
 
 
Mention: 
• The time you would have to spend 
• The small influence of such organisations in 
a world ruled by materialism and greed 
• The difficulty to solve some environmental 
problems 
 
 
PROMPT: Your have never thought about 
joining an environmental organisation. Your 
friend tries to persuade you to join, but you 
have doubts. 
 
PRO MP TS: 
• Describe the picture. 
• Explain the message conveyed. 
• Describe your feelings/emotions 
towards this picture. 
PRO MP TS: 
• Describe the picture. 
• Explain the message conveyed. 
• Describe your feelings/emotions 
towards this picture. 
You belong to an environmental organisation. 
 
 
Mention: 
• The importance of such organisations 
• Their course of action 
• The urgency for everybody to act 
 
 
 
PROMPT: You belong to an environmental 
organisation. You try to persuade your friend 
to join. 
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212 MO DULE 3 – THE WORLD OF WORK 
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SPEAKING TEST 
 
 
 
 
MODULE 3 – The world of work 
 
 
 
 
 
 
 
 
 
 
1.º MO M EN TO 
Inte rvenientes 
e tem pos 
 
De scriç ã o das ativida de s 
Professor 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Professor e 
alunos 
 
 
 
 
 
 
 
Total: 
+/– 4 minutos 
Hello. Could I just check your names, please? 
 
What’s your name? [O professor dirige-se ao aluno A.] 
 
And what’s your name? [O professor dirige-se ao aluno B.] 
 
For about four minutes, I would like you both to answer some questions so 
that I can learn a bit more about you. 
Please answer the questions, but do not interrupt your partner. 
 
[1. O professor usa a lista que se segue, escolhendo o número de estímulos 
adequados ao tempo. 2. As perguntas são colocadas seguindo uma linha 
vertical (entrevistando um aluno de cada vez).] 
A 
• Have you already decided on your 
career? If so, what career would 
you like to follow? 
• What personal qualities do you 
need? 
• What benefits would it bring to you? 
• Give examples of two jobs that you 
consider over-paid and two that are 
badly paid. 
• What types of work would you 
never do? 
B 
• Are you worried about 
unemploym ent? 
• What are the main reasons for high 
levels of unemployment? 
• How do unemployed people feel? 
• What could they do to enhance 
their CV? 
• What personal qualities do you 
need to be a good employee? 
2.º MO M EN TO 
Professor 
 
 
 
 
 
 
 
 
 
 
Professor 
 
 
 
 
 
Professor 
Cada aluno 
1 minuto 
 
 
Professor 
Right, now each of you will have to talk on your own for about two minutes. 
You have one minute to prepare. 
You mustn’t interrupt your partner while he/she is speaking. 
Here is some paper and a pen in case you want to make some brief notes. 
Please do not write a text. 
[O professorentrega o papel e a caneta aos dois alunos. Se o aluno A iniciou 
o 1.º momento, será o aluno B a iniciar o 2.º.] 
B 
B, you’ll be first. 
[O professor entrega o material: 
Picture 1.] 
A 
Now it’s your turn, A. 
[O professor entrega o material: 
Picture 2.] 
Look at this picture. I’d like you to talk about it. There are some prompts to 
help you. 
You have a minute to prepare and then I’ll ask you to start talking. 
[O aluno prepara o seu discurso.] 
Please begin now, B. Please begin now, A . 
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SPEAKING TESTS 213 
 
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Cada aluno 
+/– 2 minutos 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Professor 
 
 
Total: 
+/– 6 minutos 
[Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco 
conteúdo ou o aluno tenha dificuldade em começar a falar, o professor 
deverá ajudá-lo com as/algum as das seguintes perguntas: 
 
Picture 1: 
• What can you see in the picture? 
• What does it represent? 
• Is it difficult for a teenager to choose a career? Why (not)? 
• What is usually that choice based on? 
• Who can help you take a decision? 
 
Picture 2: 
• What can you see in the picture? 
• What does it represent? 
• What are the consequenc es of unemploym ent? 
• What do you think about this problem? 
• How can it be tackled? 
 
[O professor pode também ajudar o aluno a expandir o seu discurso, 
usando, por exemplo: 
• Can you give me some (more) examples/details? 
• Can you tell me more about that?] 
 
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo: 
• Remember you have to… ] 
Thank you, B. Thank you, A . 
3.º MO M EN TO 
Professor 
 
 
 
 
 
 
+/– 30 segundos 
+ 
Alunos 
+/– 5 minutos 
 
 
 
 
Professor 
 
 
Total: 
+/– 6 minutos 
Now I’d like you to talk to each other for about three minutes while I listen. 
You have to speak clearly and loud enough so that we can hear you both. 
One of you can’t get a job. He/she asks a friend for advice. 
 
[O professor entrega o material aos dois alunos: Card 1 e Card 2] 
[Prestação dos alunos. Os alunos podem usar algum tempo para tomarem 
conhecimento do material de suporte. 
O professor poderá ainda: 
– repetir as instruções. 
– dizer, por exemplo: 
• “Could you start, please?”, caso nenhum dos alunos tome a iniciativa e 
tenham decorrido mais de 30 segundos. 
• “Remember you have to…” para lembrar os alunos da tarefa, caso se 
verifique um grande desvio ao tema. 
• “Remember you have to talk to each other.” para lembrar os alunos de que 
devem interagir um com o outro.] 
Thank you both. That is the end of your test. 
Total final: 
+/– 16 minutos 
 
FIM DA PROVA 
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214 MO DULE 4 – A MULTICULTURAL WORLD 
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PI CTURE 1 PI CTURE 2 
 
CARD 1 CARD 2 
 
PROMPTS: 
• Describe the picture. 
• Explain the message conveyed. 
• Describe your feelings/emotions towards 
this picture. 
PROMPTS: 
• Describe the picture. 
• Explain the message conveyed. 
• Describe your feelings/emotions towards 
this picture. 
You can’t get a job. You are very worried 
about the situation. 
 
 
Mention: 
• The big number of CV you have already sent 
• Your difficulty in getting an interview 
• Your need to start earning some money 
 
 
 
 
PROMPT: You can’t get a job. You ask a friend 
for advice. 
Your friend is unemployed and he/she needs a 
job. 
 
Mention: 
• The need to persevere in spite of all 
obstacles 
• The possibility of creating a different, more 
appealing CV 
• The possibility to do an internship or 
volunteering, to get some experience 
 
 
PROMPT: A friend of yours can’t get a job. 
Give him/her some advice. 
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SPEAKING TESTS 215 
 
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SPEAKING TEST 
 
 
 
 
MODULE 4 – A multicultural world 
 
 
 
 
1 .º MO M EN TO 
Inte rvenientes 
e tem pos 
 
De scriç ã o das ativida de s 
Professor 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Professor e 
alunos 
 
 
 
 
 
 
 
Total: 
+/– 4 minutos 
Hello. Could I just check your names, please? 
 
What’s your name? [O professor dirige-se ao aluno A.] 
 
And what’s your name? [O professor dirige-se ao aluno B.] 
 
For about four minutes, I would like you both to answer some questions so 
that I can learn a bit more about you. 
Please answer the questions, but do not interrupt your partner. 
 
[1. O professor usa a lista que se segue, escolhendo o número de estímulos 
adequados ao tempo. 2. As perguntas são colocadas seguindo uma linha 
vertical (entrevistando um aluno de cada vez).] 
A 
• Do we live in a multicultural 
society? 
• What are the positive aspects of 
living in such a society? 
• Is it easy for minorities to live 
there? 
• Who are the most common victims 
of discrimination? 
• What do you think can be done to 
decrease discriminatory attitudes in 
our society? 
B 
• What do you understand by human 
rights? 
• Do you think human rights are 
usually respected? Give examples. 
• Do you know any organisations that 
stand up for those rights? 
• How important are they for the 
fight towards justic e and equality? 
• Would you consider volunteering 
for one of those organisations? 
Why (not)? 
2.º MO M EN TO 
Professor 
 
 
 
 
 
 
 
 
 
 
Professor 
 
 
 
 
 
Professor 
Cada aluno 
1 minuto 
 
 
Professor 
Right, now each of you will have to talk on your own for about two minutes. 
You have one minute to prepare. 
You mustn’t interrupt your partner while he/she is speaking. 
Here is some paper and a pen in case you want to make some brief notes. 
Please do not write a text. 
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou 
o 1.º momento, será o aluno B a iniciar o 2.º.] 
B 
B, you’ll be first. 
[O professor entrega o material: 
Picture 1.] 
A 
Now it’s your turn, A. 
[O professor entrega o material: 
Picture 2.] 
Look at this picture. I’d like you to talk about it. There are some prompts to 
help you. 
You have a minute to prepare and then I’ll ask you to start talking. 
[O aluno prepara o seu discurso.] 
Please begin now, B. Please begin now, A . 
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216 MO DULE 4 – A MULTICULTURAL WORLD 
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Cada aluno 
+/– 2 minutos 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Professor 
 
 
Total: 
+/– 6 minutos 
[Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco 
conteúdo ou o aluno tenha dificuldade em começar a falar, o professor 
deverá ajudá-lo com as/algum as das seguintes perguntas: 
 
Picture 1: 
• What can you see in the picture? 
• What does it represent? 
• What is multiculturalism? 
• Why are many societies multic ultural? 
• Is it easy to live in a multic ultural society? Why (not)? 
 
Picture 2: 
• What can you see in the picture? 
• What does it represent? 
• What is the message conveyed? 
• What is discrimination based on? 
• What values are missing when people discriminate against others? 
 
[O professor pode também ajudar o aluno a expandir o seu discurso, 
usando, por exemplo: 
• Can you give me some (more) examples/details? 
• Can you tell me more about that?] 
 
[O professor pode ainda lembrar o alunoda tarefa, dizendo, por exemplo: 
• Remember you have to… ] 
Thank you, B. Thank you, A . 
3.º MO M EN TO 
Professor 
 
 
 
 
 
 
 
 
 
 
+/– 30 segundos 
+ 
Alunos 
+/– 5 minutos 
 
 
 
 
Professor 
 
 
Total: 
+/– 6 minutos 
Now I’d like you to talk to each other for about three minutes while I listen. 
You have to speak clearly and loud enough so that we can hear you both. 
One of you thinks that we are citizens of the world and that borders should be 
open for all immigrants. The other supports strict restrictions to immigration. 
Here is a card for you. 
 
[O professor entrega o material aos dois alunos: Card 1 e Card 2] 
[Prestação dos alunos. Os alunos podem usar algum tempo para tomarem 
conhecimento do material de suporte. 
O professor poderá ainda: 
– repetir as instruções. 
– dizer, por exemplo: 
• “Could you start, please?”, caso nenhum dos alunos tome a iniciativa e 
tenham decorrido mais de 30 segundos. 
• “Remember you have to…” para lembrar os alunos da tarefa, caso se 
verifique um grande desvio ao tema. 
• “Remember you have to talk to each other.” para lembrar os alunos de que 
devem interagir um com o outro.] 
Thank you both. That is the end of your test. 
Total final: 
+/– 16 minutos 
 
FIM DA PROVA 
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SPEAKING TESTS 217 
 
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PI CTURE 1 PI CTURE 2 
CARD 1 CARD 2 
PROMPTS: 
• Describe the picture. 
• Explain the message conveyed. 
• Describe your feelings/emotions towards 
this picture. 
PROMPTS: 
• Describe the picture. 
• Explain the message conveyed. 
• Describe your feelings/emotions towards 
this picture. 
You think that there should be no restrictions 
to immigration. 
 
Mention: 
• The universal right to freedom of movement 
and to look for better living conditions 
• The importance of immigrants to a country’s 
economy 
• The positive aspects of cultural interaction 
 
 
PROMPT: You think there should be no 
restrictions to immigration. You talk to a 
friend about it. 
You think that there should be strict 
restrictions to immigration. 
 
Mention: 
• The job and housing problems immigrants 
can bring about 
• The increase in the crime rate 
• The loss of the host country’s national 
identity 
 
 
PROMPT: You think there should be strict 
restrictions to immigration. You talk to a 
friend about it. 
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218 MO DULE 4 – A MULTICULTURAL WORLD 
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CO RR E C T I O N TAB L E Unit ____ Class ____ Date ___ / ___ / ____ 
No. Na m e 
Prog re s s test 
T otal 
Fina l m ark 
 100 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
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219 
 
ANSWER KEY 
 
 
 
 
 
 
 
1. Big climate changes have been caused by pollution. 
2. This hotel is said to be environmentally friendly. 
3. Peter told his parents there was nothing they could 
tell him that would make him change his mind. 
4. They asked me when I had decided to become a 
doctor. 
5. I wish I could follow a modelling career. 
6. The sooner you arrive, the more time we will have to 
discuss the problem. 
7. The doctor said I should stop smoking. 
8. Although he apologized, I will never forget what he 
did to me. 
9. I am used to going for a walk in the morning. 
10. Los Angeles, which is in California, is the second 
most populous city in the US. 
11. It was such a long trip that we slept most of the 
time. 
12. Jim and Anne broke up in July. 
13. My parents’ house has been rebuilt. 
14. When he was a child, he used to read many books. 
15. My father wants me to follow his career. 
16. The man whom/who you were talking to is my boss. 
17. If he hadn’t lost his money, he would have bought 
something. 
18. If you smoke, your parents will punish you. 
19. It is more pleasant to travel than to arrive. 
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